Orientador: Pedro Laudinor Goergen / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-07T10:25:16Z (GMT). No. of bitstreams: 1 BarrosNeta_MariadaAnunciacaoPinheiro_D.pdf: 438545 bytes, checksum: ceb82f1394f2a464044f5c04335fd417 (MD5) Previous issue date: 2006 / Resumo: Este trabalho tem por objetivo examinar a relação entre o pensamento de Max Weber sobre desencantamento do mundo, burocracia e a educação ocidental moderna da Europa, no período da Reforma protestante, Século das Luzes e da Revolução Industrial. A análise dos conceitos weberianos e de suas relações com a educação moderna européia, no período da Reforma protestante, Século das Luzes e da Revolução Industrial, permitiu as seguintes conclusões: Constatou-se que o desencantamento do mundo, no início de seu processo de racionalização, mostra-se relacionado, em boa medida, com a educação orientada pela Reforma, uma vez que a educação protestante, além de priorizar a razão humana para interpretar os princípios divinos, sem a ingerência do clero, repudia qualquer conhecimento ou atitude que se fundamente, ou mesmo lembre, a magia, a feitiçaria, a bruxaria, as superstições, as crenças, o dogmatismo e as tradições da Igreja Católica. Constatou-se também, boa vinculação entre a burocracia racional moderna e a educação, na medida em que esta se caracteriza pelo sistema de exames especiais, pelo ensino especializado e, portanto, demanda a formação de profissionais especialistas e técnicos administrativos. Por isso, a generalização mundial, sobretudo na Europa, do sistema de exames especiais. As instituições de ensino superior são marcadas por uma educação que determina etapas metódicas de exames, avaliações e especializações indispensáveis à burocracia moderna. Constatou-se ainda, que o desencantamento do mundo, num estágio mais secular, manifesta-se bem relacionado com a educação européia iluminista, principalmente nos seguintes aspectos: primeiro, a educação iluminista, em nome da racionalidade que determina o pensamento e a ação do homem moderno, promove a ruptura com a Idade Média e a emancipação de toda escravidão tradicional. Nesse sentido, a educação contesta todo conhecimento alicerçado na metafísica, nas religiões reveladas (católica e protestante), e rejeita todos os valores espirituais e eternos, referentes ao obscurantismo medieval; segundo, a educação iluminista passou a priorizar, não o ensino literário (valorizado pela tradição), mas o ensino fundamentado pela filosofia, pelas ciências naturais e sociais e pelas belas-artes; e terceiro, a educação é caracterizada pelo laicismo e totalmente controlada pelo Estado. Constatou-se, por fim, que a burocracia revela estreita ligação com a educação na Revolução Industrial, na medida em que o sistema escolar passa a desempenhar uma função indispensável no tocante à formação de indivíduos técnicos e profissionais em várias e diferentes especialidades visando suprir a demanda exigida pelo mercado de trabalho moderno. Por essa razão, foram construídas numerosas escolas: dentre outras, escolas práticas, escolas de comércio e de indústria, escolas profissionais e escolas de ensino técnico. Todas com o fim de qualificar o trabalhador (de todas as classes produtoras) em distintos campos de conhecimento, transformando, inclusive, a população formada por mulheres e crianças em mão-de-obra disponível para as necessidades do mercado / Abstract: The main objective of this research was investigate the Max Weber's thought and its connection with the world disillusion, the bureaucracy and the modern occidental european educational system during the Reformation, the Age of Enligtenment and the industrial Revolution. The analysis of Weber's concepts and their relationship with the european modern educational system, during the Reformation, the Age of Enligtenment and the Industrial Revolution, allowed to reach some conclusions: It was werified that the world disillusion at the begging of its process of rationalization is closely related to the education carried out by the Reformation, once the Protestant educational system had as priority the human rationalism to explain the divine principles, without regarding the influence of clergy. It was rejected any knowledge or attitude supported, or even that one which suggested any kind of relation to magic, sorcery, witchcraft, superstitions, dogmatism and the Christianity traditions. It was evident the straight relationship between the modern rational bureaucracy and the education, at the time this one is characterized for a specific examination system, a specialized teaching and, therefore, the requirement to graduate professional specialists and administrative technician workers. Consequently, it happened, specially in Europe, the world generalization of the specific examination system. The institutions responsible of the graduate education are organized based on an education determined for systematic levels of exams, evaluations and the indispensable specialization required for the modern bureaucracy. The world disillusion is still noticed, in a secularized stage, in relation to the encyclopedic European education: firstly, at the name rationalism, which determines the thought and the modern human action, a rupture with the Middle Age and liberation from the whole traditional slavery. As a result, the education refutes the knowledge based on the metaphysics, in the reveled religions (catholic and protestant), and refuses the whole eternal and spiritual values, related to the medieval obscurantism; secondly, the encyclopedic education gave priority to the teaching based on philosophy, natural and social sciences and belles-lettres, instead of the literary one (traditionally valued) and thirdly, the education is characterized by the laity and totally controlled by the State. Is summary, it was verified the bureaucracy shows a straight connection to the education of the Industrial Revolution, as soon as the educational system provides training and degrees for people in different and several areas of specialization, aiming to respond to the modern marketing demand. For that, numerous polytechnic schools were built to the aim of providing technical qualification to workers (from producer class) in different fields of knowledge, and even becoming women and children available working-class person to the market necessities / Doutorado / Historia, Filosofia e Educação / Doutor em Educação

We study the aggregate gap between intended and actual fertility in 19 European countries and the US based on a cohort approach. This complements prior research that had mainly used a period approach. We compare the mean intended number of children among young women aged 20 to 24 (born in the early 1970s), meas ured during the 1990s in the Fertility and Family Surveys, with data on completed fertility in the same cohorts around age 40. In a similar manner, we compare the share who state that they do not want a child with actual cohort childlessness. Our exploration is informed by the cognitive-social model of fertility intentions devel- oped by Bachrach and Morgan (Popul Dev Rev 39(3):459-485, 2013). In all coun- tries, women eventually had, on average, fewer children than the earlier expectations in their birth cohort, and more often than intended, they remained childless. The results reveal distinct regional patterns, which are most apparent for childlessness. The gap between intended and actual childlessness is widest in the Southern Euro- pean and the German-speaking countries and smallest in the Central and Eastern European countries. Additionally, we analyze the aggregate intentions-fertility gap among women with different levels of education. The gap is largest among highly educated women in most countries studied and the educational gradient varies by region, most distinctively for childlessness. Differences between countries suggest that contextual factors-norms about parenthood, work-family policies, unemployment-shape women's fertility goals, total family size, and the gap between them.

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Orientador: Valeriano Mendes Ferreira Costa / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciências Humanas / Made available in DSpace on 2018-08-18T03:50:21Z (GMT). No. of bitstreams: 1 Fronzaglia_MauricioLoboda_D.pdf: 1619104 bytes, checksum: f458a0985d335fccd654da3d1e9e0170 (MD5) Previous issue date: 2011 / Resumo: O estudo do Processo de Bolonha como exemplo de Política Pública Internacional é o objeto dessa tese de doutorado. Tendo suas origens na ação dos Ministros responsáveis pelo ensino superior de 29 Estados europeus, o Processo de Bolonha se caracteriza como uma política pública que tem sua gênese e sua dinâmica de interações constituídas no plano internacional e que tem sua implementação dependente das ações nacionais dos Estados participantes, configurando-se como uma política pública que se desenvolve para além dos limites nacionais do Estado, por isso definida nesse trabalho como uma política pública internacional. A tese se desenvolveu seguindo as diretrizes teóricas e metodológicas da sociologia política da ação pública, concentrando-se na dinâmica de interação (internacional e nacional) de três dos seus principais atores: os Ministros responsáveis pelo ensino superior, as universidades e os estudantes (através das ações das suas entidades representativas européias, respectivamente a EUA - European University Association e a ESU - European Students' Union) de forma a demonstrar que o desenvolvimento do Processo de Bolonha é o resultado de interações constantes dos seus atores / Abstract: The purpose of this Ph.D dissertation is to study the Bologna Process, which can be considered an example of International Public Policy. This dissertation has been developed according to the theory and methods of sociological politics of public action. It focused the national and international interaction dynamics of the three main actors: the ministers of higher level education, the universities and the students (by the actions of their representative organizations: European University Association and European Students Union). The Bologna Process was created by the actions from the ministers of higher level education among 29 European countries. This process can be considered as an example of international public policy because its foundation and its dynamics are crossing borders but it relies on national level in order to apply the policies. This dissertation shows that the Bologna Process is a result from the regular interaction from its actors / Doutorado / Relações Internacionais / Doutor em Ciência Política

Cette thèse propose un nouveau modèle d’éducation musicale interculturelle fondé sur l’interaction des identités musicales des élèves. La perspective interculturelle de l’éducation musicale ne peut pas être réduite à l’opération encyclopédique qui consisterait à ajouter quelques écoutes ou exécutions de musiques « autres », mais doit atteindre un renouvellement méthodologique intégral de la matière. En ce sens, la contribution des recherches sur l’éducation musicale interculturelle peut offrir la possibilité de construire un nouveau paradigme de l’éducation musicale, qui prend en considération d’abord les identités des élèves et non une séquence de contenus disciplinaires établis a priori. La thèse met en discussion l’histoire de l’éducation musicale interculturelle, à partir de ses premières formulations américaines et ensuite nous conduit à un état des lieux en Europe. <p>Dans la seconde partie, la recherche présente les différentes théories sur l’identité musicale ainsi que les recherches qui ont mis en discussion l’unicité du concept de musique et qui nous permettent aujourd’hui d’avoir aussi une base musicologique pour l’éducation musicale interculturelle. Les derniers chapitres sont consacrés à la discussion des méthodes pédagogiques pour une éducation musicale interculturelle et à des exemples pratiques. En particulier, ces derniers chapitres tracent le parcours qui mène à la construction d’un modèle réticulaire et dynamique de l’éducation musicale considérant comme fondamentale l’interaction et la coopération entre les élèves et intégrant aussi les plus récentes recherches sur l’éducation musicale informelle (informal learning). Du point de vue des suggestions pratiques, la thèse met l’accent sur le rôle central de la créativité, de la récupération de l’enseignement et de la pratique musicale orale, du développement de l’improvisation individuelle et collective. <p> / Doctorat en philosophie et lettres, Orientation histoire de l'art et archéologie / info:eu-repo/semantics/nonPublished

Orientador: Elisabete Monteiro de Aguiar Pereira / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-27T15:09:51Z (GMT). No. of bitstreams: 1 Passos_RogerioDuarteFernandesDos_D.pdf: 1237537 bytes, checksum: 45a883a79d3aca05877d061d46a65b13 (MD5) Previous issue date: 2015 / Resumo: O trabalho discute a relação da constituição da cidadania europeia com o auxílio da universidade, em particular por meio do estabelecimento da União Europeia e da criação do Espaço Europeu de Ensino Superior. Em assim sendo, após resgate histórico do Processo de Bolonha ¿ que no ano de 2010 conformou o Espaço Europeu de Ensino Superior ¿, supõe-se a universidade europeia como locus de contribuição para a cidadania europeia, trazida à tona pelo Tratado de Maastricht de 1992. Tem-se, por conseguinte, a universidade como espaço para acréscimo ao conteúdo da cidadania, não ficando o conceito alicerçado exclusivamente no Estado nacional como a sua unidade básica, uma vez que se identifica a proposta de realizá-la, igualmente, nos campos do saber e da cultura. Para tanto, da mesma forma colhe-se os elementos de uma trajetória de grande atualidade para o contexto político e educacional, apta a visualizar uma Europa não apenas fincada nas questões econômicas, mas, por conseguinte, nas morais e culturais, representando eixo de orientação ao caminho trilhado pelo Processo de Bolonha em direção a valores caros aos seres humanos, tendo a educação superior e as universidades enquanto panos de fundo e como portadoras de uma missão e de uma responsabilidade, no bojo de um itinerário em que elas mesmas podem se proporcionar no contexto de reforma uma autorreflexão e reposicionamento em face das questões do momento contemporâneo / Abstract: The work discusses the relationship of the constitution of European citizenship with the help of the university, specifically through the establishment of the European Union and the creation of the European Higher Education Area. That being so, after historic rescue of the Bologna Process ¿ who in 2010 resigned the European Higher Education Area ¿, it is assumed that the European university as a locus of contribution for European citizenship, brought out by the Maastricht Treaty of 1992. There is, therefore, the university as a space to increase the content of citizenship, not getting the concept rooted exclusively in the national state as its basic unit, since it identifies the proposal to do it also in the fields knowledge and culture. Therefore, in the same way draw in the elements of a great current trajectory for political and educational context, able to see a Europe not just stuck on economic issues, but therefore the moral and cultural, representing orientation axis the path taken by the Bologna Process towards values cherished by humans, with higher education and universities as backdrops and as having a mission and a responsibility, in the midst of a journey in which they themselves can provide in the context of reform one self-reflection and repositioning in view of the question of the contemporary moment / Doutorado / Ensino e Práticas Culturais / Doutor em Educação

The aim of this study was to find ways of improving the quality of teaching and learning in the Erongo primary schools in Namibia. The study focussed on the numerous education reforms that Namibia underwent since independence in 1990 and how these have assisted in providing quality education to all its inhabitants. The quality of the education has been a topic widely debated and the Government of Namibia’s records of attempts to create a change within the education system can be found in published documents such as: Records of attempts by the Namibian Government to improve the quality of education in the country are found in published documents such as; Ministry of Basic Education and Culture (1992a); Ministry of Education and Culture, (1992b); Ministry of Education and Culture (1993); Ministry of Basic Education and Culture (1999); Ministry of Education and Culture (2003); Government of the Republic of Namibia (1999); Government of the Republic of Namibia (2004); Government of the Republic of Namibia (2007a) and Government of the Republic of Namibia, (2007b). In this study, the researcher looked at the inputs, processes, outputs and outcomes of education in schools, tried to define the term quality in education, and also focussed on both the human and material resources that influence education. Through this, focus was placed on the school as a unit that could provide change. The investigation was conducted in 18 schools, randomly selected, in the Erongo region in the western part of Namibia. Initially, the researcher intended to administer two questionnaires at the 25 schools selected, but during data collections, principals at some schools indicated that their teachers were unwilling and reasons were given, as mentioned in Chapter 5 of 5.1. Therefore, the initial total of schools selected could not be met. In the 18 schools, more participants completed questionnaires than others. However, the total of 50 questionnaires was completed as envisaged. For the interviews, the researcher randomly selected twenty percent (20%) from the teachers who completed the questionnaires thus a total number of 10 teachers were selected. The need for quality in schools is seen as a major challenge and places huge demands on educational institutions. The frameworks selected in this study are relevant because they can be applied to the understanding of the concept of quality in the education context and direct the improvement of the whole school towards educational change and assist in addressing the factors that could hamper the quality of education provided. The study also focused on the education systems in four Sub-Saharan countries: Tanzania, Zimbabwe, Kenya and Malawi and three European countries: Germany, Belgium and Finland. These countries were selected to find ways that could assist its quest to provide quality teaching and learning in schools. The Sub-Saharan countries have shown that change has an impact on the outcomes of education, yet to reach these outcomes, many reforms and transformations need to take place. This has important implications for the education system in Namibia where various reforms and transformations are currently taking place to address the quality of education in schools. The European countries have been found to have good quality schools and their policies in education are aimed at achieving quality education. The strengths and weaknesses of the countries selected for this study could serve as essentially vital lessons to the challenges the Namibian government is still faced with in respect of the teaching and learning process. This study used the mixed method for data collection. Both questionnaires and interviews were used and the study was conducted in the Erongo education region of Namibia. The findings of this study indicated that schools are still faced with many challenges in realising the ultimate goal of Vision 2030, whereby all citizens would receive quality education and meet the challenges of an industrialised country. The results of the study suggested that quality human and material resources were still lacking which resulted in schools not being able to provide the quality of education envisaged by the Ministry of Education. The immense administrative work given to teachers has surfaced as one of the areas that need improvement and that could result in teachers being able to utilize sufficient time in the classrooms during teaching. As far as the material resources were concerned, it was discovered that learners, at some schools, shared desks and chairs as well as textbooks. There appears to be a slow pace with which Information, Communication and Technology is introduced and used in schools. The need for computers in schools; the need for learners to become familiar with technology; and the need for teacher training in the use of computers appeared to be a dire need. Although the clustering system of schools has being regarded as very valuable in the improvement of quality teaching and learning in classrooms, there was however a need expressed for funds to assist in transport costs to attend the meetings as schools were situated at vast distances from each other. The study has thus arrived at the conclusion that stakeholders, namely teachers, principals and heads of departments are attempting to improve the quality of teaching and learning at their schools but are however hampered by the factors mentioned. The need for improved quality teaching and learning is a challenge at schools and support is needed from the Ministry of Education to reach the ultimate goal of the Government of the Republic of Namibia in providing quality teaching and learning to all its learners. / Educational Leadership and Management / D. Ed. (Education Management)

The aim of this study was to find ways of improving the quality of teaching and learning in the Erongo primary schools in Namibia. The study focussed on the numerous education reforms that Namibia underwent since independence in 1990 and how these have assisted in providing quality education to all its inhabitants. The quality of the education has been a topic widely debated and the Government of Namibia’s records of attempts to create a change within the education system can be found in published documents such as: Records of attempts by the Namibian Government to improve the quality of education in the country are found in published documents such as; Ministry of Basic Education and Culture (1992a); Ministry of Education and Culture, (1992b); Ministry of Education and Culture (1993); Ministry of Basic Education and Culture (1999); Ministry of Education and Culture (2003); Government of the Republic of Namibia (1999); Government of the Republic of Namibia (2004); Government of the Republic of Namibia (2007a) and Government of the Republic of Namibia, (2007b). In this study, the researcher looked at the inputs, processes, outputs and outcomes of education in schools, tried to define the term quality in education, and also focussed on both the human and material resources that influence education. Through this, focus was placed on the school as a unit that could provide change. The investigation was conducted in 18 schools, randomly selected, in the Erongo region in the western part of Namibia. Initially, the researcher intended to administer two questionnaires at the 25 schools selected, but during data collections, principals at some schools indicated that their teachers were unwilling and reasons were given, as mentioned in Chapter 5 of 5.1. Therefore, the initial total of schools selected could not be met. In the 18 schools, more participants completed questionnaires than others. However, the total of 50 questionnaires was completed as envisaged. For the interviews, the researcher randomly selected twenty percent (20%) from the teachers who completed the questionnaires thus a total number of 10 teachers were selected. The need for quality in schools is seen as a major challenge and places huge demands on educational institutions. The frameworks selected in this study are relevant because they can be applied to the understanding of the concept of quality in the education context and direct the improvement of the whole school towards educational change and assist in addressing the factors that could hamper the quality of education provided. The study also focused on the education systems in four Sub-Saharan countries: Tanzania, Zimbabwe, Kenya and Malawi and three European countries: Germany, Belgium and Finland. These countries were selected to find ways that could assist its quest to provide quality teaching and learning in schools. The Sub-Saharan countries have shown that change has an impact on the outcomes of education, yet to reach these outcomes, many reforms and transformations need to take place. This has important implications for the education system in Namibia where various reforms and transformations are currently taking place to address the quality of education in schools. The European countries have been found to have good quality schools and their policies in education are aimed at achieving quality education. The strengths and weaknesses of the countries selected for this study could serve as essentially vital lessons to the challenges the Namibian government is still faced with in respect of the teaching and learning process. This study used the mixed method for data collection. Both questionnaires and interviews were used and the study was conducted in the Erongo education region of Namibia. The findings of this study indicated that schools are still faced with many challenges in realising the ultimate goal of Vision 2030, whereby all citizens would receive quality education and meet the challenges of an industrialised country. The results of the study suggested that quality human and material resources were still lacking which resulted in schools not being able to provide the quality of education envisaged by the Ministry of Education. The immense administrative work given to teachers has surfaced as one of the areas that need improvement and that could result in teachers being able to utilize sufficient time in the classrooms during teaching. As far as the material resources were concerned, it was discovered that learners, at some schools, shared desks and chairs as well as textbooks. There appears to be a slow pace with which Information, Communication and Technology is introduced and used in schools. The need for computers in schools; the need for learners to become familiar with technology; and the need for teacher training in the use of computers appeared to be a dire need. Although the clustering system of schools has being regarded as very valuable in the improvement of quality teaching and learning in classrooms, there was however a need expressed for funds to assist in transport costs to attend the meetings as schools were situated at vast distances from each other. The study has thus arrived at the conclusion that stakeholders, namely teachers, principals and heads of departments are attempting to improve the quality of teaching and learning at their schools but are however hampered by the factors mentioned. The need for improved quality teaching and learning is a challenge at schools and support is needed from the Ministry of Education to reach the ultimate goal of the Government of the Republic of Namibia in providing quality teaching and learning to all its learners. / Educational Leadership and Management / D. Ed. (Education Management)

The aim of the thesis is to understand why European countries show a very different picture of female employment (in their fertile ages) which is not the case for men of the same age. We shed light on the various positions of countries in this framework of earner-carer models, in analysing policy designs, policy outcomes and policy determinants. That is, respectively, family policy indicators, employment of mothers and childless women, gender role attitudes and their interacting effect with policies and employment outcomes. We have used a wide range of primary or secondary quantitative and qualitative data to carry out our comparative analysis, mixing approaches, techniques and methods, from micro-econometric models to macro-level harmonised indicators, supplemented with a case study.<p>The dissertation is divided in three parts, each focusing on one question:<p>(i)\ / Doctorat en sciences de gestion / info:eu-repo/semantics/nonPublished