Made available in DSpace on 2014-06-11T19:24:17Z (GMT). No. of bitstreams: 0 Previous issue date: 2010-09-02Bitstream added on 2014-06-13T19:30:59Z : No. of bitstreams: 1 bitar_al_me_rcla.pdf: 607329 bytes, checksum: e0137529e94d55903852e37e01b4cf5b (MD5) / A questão ambiental tem ganhado destaque entre os diversos setores sociais nos últimos anos, ocupando cada vez mais espaço nos diferentes meios de comunicação, uma vez que os atuais níveis de degradação ambiental têm causado efeitos desastrosos para a humanidade. Assim sendo, a educação ambiental surgiu como opção para minimizar estes impactos, passando a ser objeto de interesse de diversas pesquisas. Embora o desenvolvimento de pesquisas que têm como tema a educação ambiental tenha uma história recente tanto nacional como internacionalmente, a produção acadêmica e cientifica no Brasil é grande e significativa, merecendo ser analisada. Nessa direção, considerando que programas e projetos de educação ambiental têm valorizado e desenvolvido atividades de campo e que estas têm sido tomadas como foco de investigação em diversas pesquisas, entende-se também relevante analisar os significados que têm sido atribuídos a esta perspectiva metodológica. Assim, na tentativa de traçar um quadro quanto à produção acadêmica relacionada à educação ambiental e às atividades de campo, o presente estudo tem por objetivo principal identificar, descrever e analisar esta produção retratada sob a forma de dissertações e teses defendidas no período de 1987 a 2007 presentes no banco de dados da CAPES. Para tentar responder às questões de pesquisa propostas, esta dissertação tomou como procedimento metodológico aquele próprio das pesquisas documentais, isto é, foram analisados os resumos das dissertações e teses relativas às atividades de campo, assim como título, palavra-chave, área de conhecimento, linha(s) de pesquisa informada no banco de dados da CAPES. Todas as etapas de análise dos dados foram orientadas pelos referenciais teórico-metodológicos relacionados à análise de conteúdo (BARDIN, 1977; BAUER, 2002). Os resultados obtidos na primeira etapa... / Lately, the environmental issue has been gaining some notability among different social sectors and being reported in different means of communication. This notability is related to the actual level of environmental degradation and its impact on the human society. Thus, the environmental education has arisen as a possibility to minimize these impacts, and it became subject of interest to many researches. Although the development of researches which the main theme is the environmental education is something very recent not only nationally but also internationally, its academic and scientific works are plentiful and meaningful, deserving then to be analyzed. Taking that into consideration and considering that environmental education programs and projects has been valuing and developing field works and that those has been undertaken as the main focus of the investigations in many researches, it is then relevant to analyze the meanings that has been attributed to this methodological perspective, the field work. Thereby, with the attempt of outlining the academic work related to environmental education and the field works, this present study has as its main objective to identify, describe and analyze the academic works about environmental education throughout masters and doctoral thesis that has been presented between 1987 and 2007, and that are available at CAPES, a Brazilian data bank for thesis. In order to fulfill its main objective, this present research has used the appropriate methodological procedure for a documental research, which consisted of the analysis of the abstracts from the thesis which were related to field works. The titles, key words, field of knowledge and research areas were also analyzed. All the steps of the data analysis were based on the methodological theories references about content analysis (BARDIN, 1977; BAUER, 2002). The results found in the first... (Complete abstract click electronic access below)

Orientador: Luiz Marcelo de Carvalho / Banca: Ivan Amorosino do Amaral / Banca: José Artur Barroso Fernandes / Resumo: A questão ambiental tem ganhado destaque entre os diversos setores sociais nos últimos anos, ocupando cada vez mais espaço nos diferentes meios de comunicação, uma vez que os atuais níveis de degradação ambiental têm causado efeitos desastrosos para a humanidade. Assim sendo, a educação ambiental surgiu como opção para minimizar estes impactos, passando a ser objeto de interesse de diversas pesquisas. Embora o desenvolvimento de pesquisas que têm como tema a educação ambiental tenha uma história recente tanto nacional como internacionalmente, a produção acadêmica e cientifica no Brasil é grande e significativa, merecendo ser analisada. Nessa direção, considerando que programas e projetos de educação ambiental têm valorizado e desenvolvido atividades de campo e que estas têm sido tomadas como foco de investigação em diversas pesquisas, entende-se também relevante analisar os significados que têm sido atribuídos a esta perspectiva metodológica. Assim, na tentativa de traçar um quadro quanto à produção acadêmica relacionada à educação ambiental e às atividades de campo, o presente estudo tem por objetivo principal identificar, descrever e analisar esta produção retratada sob a forma de dissertações e teses defendidas no período de 1987 a 2007 presentes no banco de dados da CAPES. Para tentar responder às questões de pesquisa propostas, esta dissertação tomou como procedimento metodológico aquele próprio das pesquisas documentais, isto é, foram analisados os resumos das dissertações e teses relativas às atividades de campo, assim como título, palavra-chave, área de conhecimento, linha(s) de pesquisa informada no banco de dados da CAPES. Todas as etapas de análise dos dados foram orientadas pelos referenciais teórico-metodológicos relacionados à análise de conteúdo (BARDIN, 1977; BAUER, 2002). Os resultados obtidos na primeira etapa ... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Lately, the environmental issue has been gaining some notability among different social sectors and being reported in different means of communication. This notability is related to the actual level of environmental degradation and its impact on the human society. Thus, the environmental education has arisen as a possibility to minimize these impacts, and it became subject of interest to many researches. Although the development of researches which the main theme is the environmental education is something very recent not only nationally but also internationally, its academic and scientific works are plentiful and meaningful, deserving then to be analyzed. Taking that into consideration and considering that environmental education programs and projects has been valuing and developing field works and that those has been undertaken as the main focus of the investigations in many researches, it is then relevant to analyze the meanings that has been attributed to this methodological perspective, the field work. Thereby, with the attempt of outlining the academic work related to environmental education and the field works, this present study has as its main objective to identify, describe and analyze the academic works about environmental education throughout masters and doctoral thesis that has been presented between 1987 and 2007, and that are available at CAPES, a Brazilian data bank for thesis. In order to fulfill its main objective, this present research has used the appropriate methodological procedure for a documental research, which consisted of the analysis of the abstracts from the thesis which were related to field works. The titles, key words, field of knowledge and research areas were also analyzed. All the steps of the data analysis were based on the methodological theories references about content analysis (BARDIN, 1977; BAUER, 2002). The results found in the first... (Complete abstract click electronic access below) / Mestre

Submitted by Marlene Santos (marlene.bc.ufg@gmail.com) on 2016-10-10T18:01:32Z No. of bitstreams: 2 Dissertação - Ivo Luciano da Assunção Rodrigues - 2016.pdf: 2164191 bytes, checksum: daa3c381bf22f29479a24bfb9baebdbb (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2016-10-11T10:35:28Z (GMT) No. of bitstreams: 2 Dissertação - Ivo Luciano da Assunção Rodrigues - 2016.pdf: 2164191 bytes, checksum: daa3c381bf22f29479a24bfb9baebdbb (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2016-10-11T10:35:28Z (GMT). No. of bitstreams: 2 Dissertação - Ivo Luciano da Assunção Rodrigues - 2016.pdf: 2164191 bytes, checksum: daa3c381bf22f29479a24bfb9baebdbb (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2016-09-09 / This work has for its object of analysis the dissertations and theses of the Graduate Program in Education of the Federal University of Mato Grosso (PPGE-UFMT) - Campus Cuiabá . The general purpose is to perform a bibliometric and epistemological analysis of these dissertations and theses, identifying their principals characteristics and trends in a socio-political and economic determinations point of view among a current Brazilian Education context. The empirical works that are circumscribed in this research refers to those that had been defended and acomplished between 1991-2014 period for the bibliometric analysis, and 2006-2014, for epistemological analysis. Concerning about the methodological procedures it was utilized a bibliographical / documentary research with a epistemological-critical nature that aimed the identification and critical analysis of those selected scientific production. Therefore, there were adopted the following procedures: a) bibliometric analysis, to process and analyze quantitatively 469 dissertations and theses that constitutes the scientific production; b) Content Analysis, to determine the theoretical and methodological basis that guided the search techniques, as well as the epistemological assumptions presented in the 47 dissertations and theses that háve been taken part of this sample. The factors which lead the epistemological analysis were adapted and included based on the instrumental analysis called epistemological matrix. The achievement results displays a clear predominance of the phenomenological-hermeneutic approach in the scientific production of PPGE-UFMT, therefore this paradigm is presented more than a half of the sample (55%). After that, it comes the postmodern trends researches (24%), followed by dialectic-critical nature (17%) and, finally, the empirical-analytical researches representing only (4%) of the sample. These ratings has taken into a account to what the empirical data revealed and were based on the most significant contemporary science trends relating to the epistemological approaches . Considering the proximity between phenomenological-hermeneutical and postmodern approaches, they reach togheter almost (80%) of the sample and the collected date, it is to be concluded through out the PPGE-UFMT research developed, a evidence of theoretical development suppression, pragmatism, subjectivism, relativism (epistemological and ontological) and the language conception as an exclusive knowledge category. These elements may cause political, ethical and epistemological serious implications concernig to the Education researches. It is also noted in all Post-Graduated National Plans (PNPGs), an effective strategic induction movement envolving Pos-Graduate development and, above all,the systematic control from CAPES towards the evaluation process activities , where the spirit of "academic productivism" prevails. This work was developed within the research line Education Policy, Management and Teacher Education in the Graduate Program in Education of the Federal University of Goiás - UFG, Regional Jataí under the guidance of Professor Dr. Michele Silva Sacardo. / Este trabalho tem como objeto de análise as dissertações e teses do Programa de Pós-Graduação em Educação da Universidade Federal de Mato Grosso (PPGE-UFMT) – Campus Cuiabá. O objetivo geral é realizar a análise bibliométrica e epistemológica dessas dissertações e teses, identificando suas principais características e tendências, tendo em vista as determinações sócio-político-econômicas do contexto atual da Educação brasileira. O recorte empírico circunscreveu a pesquisa aos trabalhos defendidos no período de 1991 a 2014, para a análise bibliométrica, e de 2006 a 2014, para a análise epistemológica. No que se refere aos procedimentos metodológicos, trata-se de uma pesquisa bibliográfica/documental de cunho epistemológico-crítico, pois visou à identificação e análise crítica da produção científica selecionada. Para tanto, foram adotados os seguintes procedimentos: a) análise bibliométrica, para tratar e analisar quantitativamente a produção científica constituída por 469 dissertações e teses; b) análise de conteúdo para determinar o fundamento teórico-metodológico que orientou as técnicas de pesquisa, bem como os pressupostos epistemológicos presentes nas 47 dissertações e teses dessa amostra. Os elementos que fundamentaram a análise epistemológica foram adaptados e incluídos com base no instrumental de análise denominado Matriz Epistemológica. Os resultados obtidos apontam um claro predomínio da abordagem fenomenológico-hermenêutica na produção cientifica do PPGE-UFMT, já que tal paradigma está presente em mais da metade da amostra (55%). Na sequência, estão as pesquisas de tendências pós-modernas (24%), seguidas das de cunho crítico-dialético (17%) e, por fim, aparecem as empírico-analíticas, representando apenas (4%) da amostra. Essas classificações levaram em consideração o que os dados empíricos relativos às abordagens epistemológicas revelaram e tiveram como referência as tendências mais significativas na ciência contemporânea. Considerando a proximidade entres as abordagens fenomenológico-hermenêutica e pós-moderna, que somadas atingem quase (80%) da amostra, bem como os dados levantados, conclui-se que há, nas pesquisas desenvolvidas no PPGE-UFMT, indícios de supressão do aprofundamento teórico, pragmatismo, subjetivismo, relativismo (epistemológico e ontológico), além da concepção da linguagem como categoria exclusiva do conhecimento. Esses elementos podem ter gravíssimas implicações políticas, éticas e epistemológicas na pesquisa em Educação. Constata-se também, em todos os Planos Nacionais de Pós-Graduação (PNPGs), um movimento em torno da indução estratégica do desenvolvimento da Pós-Graduação e, sobretudo, um controle sistemático por parte da CAPES no processo de avaliação das atividades, no qual predomina o espírito do “produtivismo acadêmico”. Esta dissertação foi desenvolvida dentro da linha de pesquisa Políticas Educacionais, Gestão e Formação de Professores no Programa de Pós-Graduação em Educação da Universidade Federal de Goiás - UFG, Regional Jataí sob orientação da professora Dra. Michele Silva Sacardo.

Orientador: Sílvio Ancizar Sánches Gamboa / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-19T21:03:14Z (GMT). No. of bitstreams: 1 Souza_JuliaPaulaMottade_D.pdf: 1659450 bytes, checksum: 3043e8457bbd5084da43c62fd2e0d011 (MD5) Previous issue date: 2011 / Resumo: A presente pesquisa realizou uma análise epistemológica da produção científica (teses de doutorado e dissertações de mestrado) do Programa de Pós-graduação da Faculdade de Educação Física da Universidade Estadual de Campinas (UNICAMP) de 1991 a 2008. Pautou-se pela questão: quais as características epistemológicas da produção deste Programa, com atenção especial a articulação lógica entre técnicas, métodos e teorias utilizados nas pesquisas e os pressupostos gnosiológicos e ontológicos e qual a sua relação com as condições institucionais dessa produção? Foram identificadas e analisadas as tendências temáticas, as formas de tratamentos teórico-metodológicas e as linhas de desenvolvimento dessa produção. Para a compreensão dessa produção foram recuperadas suas relações com as condições históricas, tais como: história da educação física, da pós-graduação no Brasil, políticas nacionais para ciência e tecnologia e histórico do programa onde as pesquisas foram realizadas. Para o registro e análise da produção foi utilizada uma matriz epistemológica que ajudou a reconstituir a lógica interna de cada pesquisa, interrelacionando seus diversos níveis (técnico, metodológico, teórico, epistemológico) e pressupostos (lógico-gnosiológicos e ontológicos). A articulação entre a lógica reconstituída e as condições históricas da produção (método lógico-histórico) permitiu chegar aos resultados, dentre os quais se destacam: a) a maior parte das pesquisas utiliza a abordagem empírico-analítica, seguida pela abordagem fenomenológico-hermenêutica, essas duas abordagens geram uma tensão no campo científico, explicitando uma manifestação interna das 'guerras da ciência' entre as biológicas e as humanas; b) com alguma distância encontra-se a abordagem dialética e recentemente a abordagem pósmoderna, abordagens que apontam perspectivas críticas e anunciam epistemologias alternativas; c) confirma-se a contribuição da investigação epistemológica, ou a pesquisa sobre a pesquisa, que possibilita caracterizar e problematizar a formação de um campo científico específico. Nesse sentido, espera-se que esta pesquisa ofereça um mapeamento e análise da produção de um dos programas de pós-graduação mais produtivos do país e contribua para um processo de auto-reflexão e auto-crítica no campo científico da educação física. / Abstract: This research conducted an epistemological analysis of the production (theses and dissertations) of Post-graduate School of Physical Education at UNICAMP, 1991 to 2088. Was guide by the question: what are the epistemological characteristics of the production of this program, with special attention to logical articulation of techniques, methods and theories in research and epistemological and ontological assumptions and what its relation with the institutional conditions of its production? Were identified and analyzed trends thematic, forms of theoretical and methodological treatments of the developmental lines of production. To understand this production were restored its relation with the historical conditions, such as: history of physical education in Brazil, post-graduate studies in Brazil, national policies for science and technology, history of the program were the research has been done and training of its faculty. For recording and analysis of production was used an organizer instrument called Matrix Epistemological, who helped to reconstruct the internal logic of each survey, interrelating different levels (technical, methodological, theoretical, epistemological) and assumptions (the ontological and epistemological). The logical link between the reconstituted and historical conditions of production (logical-historical method) allowed to get the results, among which were: a) most research uses the empiricalanalytic approach, followed by the phenomenological-hermeneutic approach, these two approaches generate a voltage in the scientific field explaining an internal manifestation of 'science war' between biological and human; b) with some distance is the dialectical approach and recently the postmodern approach, approaches that link the critical perspectives and announce alternative epistemologies; c) confirms the contribution of epistemological inquiry, or research of the research, which enables to characterize and discuss the formation of a specific field. In this sense, it is expected that this research provides a mapping and analyses of production of one of the graduated programs more productive to contribute to a process of self-reflection and self-criticism in the scientific field of physical education. / Doutorado / Doutor em Educação

D.Litt. et Phil. / In this study the term "information user education" applies to educating students to enable them to retrieve and utilise information sources and the library's services, facilities and sources effectively. In agreement with modern practice this includes learning library and information skills. Literature has shown that information user education must take place in order to render users library and information literate. Various writers have pointed out that distance education students also have a specific need for information user education, but that there is very little information on decentralised information user education. In Library and Information practice it has also been found that information on decentralised information user education is not readily available and that there is a need to educate students. In order to be able to develop decentralised information user education for Technikon SA, it was therefore necessary to undertake research on the design thereof. A literature study was indispensable in investigating information user education in general. Information user education was also explored in the context of distance education (national and international), technikon education, the education model of Technikon SA and the library and information services of Technikon SA. The status of information user education at some distance education institutions was also investigated. Based on the research undertaken by Technikon SA on international distance education trends, it was found that three basic principles form the nucleus of a well-organised distance education institution. These principles are student support of a high standard, learner-centred course material and quality administrative systems. The education model of Technikon SA, that is the Integrated Learner-Centred Distance Education model, is based on these principles. To support this education model, the library and information services of Technikon SA concluded co-operation agreements with public libraries throughout South Africa in order to offer these services to students. Technikon SA purchases duplicate copies of recommended books, processes, issues and dispatch them to the public libraries. At present approximately 270 libraries house these collections. Postal loans and article services are also available for students to supplement these services. For the purposes of this study the library and information services were evaluated according to the guidelines laid down for distance education libraries and for technikon libraries. Based on these guidelines it was found that Technikon SA library generally met the criteria stipulated, but that the library and information services did not offer decentralised information user education. To supplement the literature study, an empirical study was undertaken to determine how essential information user education was for Technikon SA students. In addition it had to be established what aspects had to be offered, at what levels these aspects had to be offered and who had to present the training.

M.Ed. / This study forms part of a greater ongoing research project concerning teacher competence and its assesment. The project focuses on researching teacher opinion on teacher competences identified by the initial research. The following areas of teacher competence are being researched : The learning environment Professional commitment Order and discipline Educational foundation Teacher reflection Co-operative ability Effectiveness Leadership This dissertation is part of the research undertaken regarding order and discipline and its role in teacher competence. An intensive research of the literature has given rise to a conceptualisation that consists of the following five aspects, namely : values; rules; human relationships; management of classroom behaviour; and teaching practices. This research essay focuses on classroom management behaviour as an aspect of order and discipline : implication for the management of teacher competence. Having orientated the reader to the particular field of research, the motivation and background of the problem will now be discussed.

When her life starts falling apart, a journalist and writer heads for a small rural town. Here the strange and wonderful tales about a local woman ignite her curiosity. As the town's secrets unravel she finds the truth behind all the fantasies. And in fighting her own demons she makes an unusual connection to this woman. She soon realises that this connection holds the key to her own salvation. Or her downfall.

This research seeks to understand the perceptions of professionalism in education. In particular it focuses on the constructions of the space for professional action. A case study focuses on people, including teachers and non-teachers, who work in a special school for young people with SEBD. The perceptions of professionalism in education held by those in this case have been carefully listened to and analysed. Using an interpretive approach I have analysed data from interviews of members of the case. This reveals that a common language is used to describe professionalism but this is not commonly defined. There is an assumption that all share a common definition. In addition, other factors affect professional action. The experiences and life trajectories of the respondents are seen to colour and shape professional action. The construction of the space for professional action is problematic. There is a wide range of definition. The findings reveal that professionalism is complex and common language hides a wide spectrum of definition and meaning. Professionalism, as a concept, is often confused and misused. Foregrounding these confusions have contributed to the understanding of professionalism. There is tension between the constructions of professionalism. The person trying to enact professionalism in education has to interpret, sometimes incongruent, discourses and locate themselves within persuasive discourses. Awareness of these differences and tensions can help understand and allow them to make their own choices. The development of typologies as an analysis tool has been effective in understanding the space for professional action in this case. It is suggested that this might be used as a basis for professional discussion for others who are engaging in development in their own context. Professionalism in education is important as this impacts on the performance of each person and this performance effects the young people. It is argued that people trying to enact it should engage in professional discussion and agreement making to establish what is good and worthwhile in professionalism.

M. A. / The inequalities regarding opportunities for the various cultural groups in South Africa to obtain access to tertiary education, could largely be attributed to the insufficient schooling that was available to black scholars until now. A new political dispensation and the coupled drastic changes to the educational system, including tertiary institutions, demands that the admission policies regulating the access tot tertiary education be reviewed and changed to provide for the educationally disadvantaged student. The Rand Afrikaans University created an alternative admission policy to accommodate educationally disadvantaged students and or students who do not qualify in terms of the usual admission criteria. Apart from certain minimum requirements, the policy requires that the learning and developmental potential of the prospective students be established. Language proficiency, intelligence, learning potential and other non-cognitive components are elements of the alternative evaluation. RAU found that the admission policy creates the necessity to research the predictive validity of the cognitive part of the test battery, with regard to the criterium academic performance. This research project attempted to assess whether the psychometric test battery which the University uses, within the framework of an academic support programme called Project 100, can be viewed as valid in predicting future academic performance of these students. The battery includes the measurement of intelligence by means of the LSAT; learning potential as assessed by the APIL; as well as language proficiency that is measured by using the Leesbegripstoets and the Reading Comprehension Test. M-score was also included into the statistical procedures, as to see whether the predictive validity of this factor is really as low as it is generally assumed. The statistical procedures that were employed to establish the predictive validity, included correlation coefficients for determining the validity of the individual components. Multivariate regression analysis was performed to determine the predictive validity of the components of the battery in conjunction with each other. Using the technique of discriminant analysis, the success of grouping through the test battery was assessed - looking at the proportion of the cases correctly classified into the categories pass, fail, and no admission to exam; and the categories successful and unsuccessful. The individual correlation coefficients revealed that each component correlated significantly with academic performance. M-score also correlated with academic performance, but this coefficient was the lowest of all the factors. The component which correlated highest with academic performance, was language proficiency. The GSAT and the APIL correlated to the same extent with performance, and the relationship between the two instruments was also relatively high. This implies that these two instruments probably measures the same construct. The results from the regression analysis proved M-score, APIL and the GSAT in combination to explain more of the variance in academic performance than any of these factors individually. M-score seems to explain other aspects of performance than intelligence and learning potential, and should for this reason be reckoned with when assessing a prospective student's potential success. The discriminant analysis showed that the tests successfully distinguish between the categories successful and unsuccessful, but not between the three categories pass, fail and no admission to exam. The factors should however never be seen in isolation. No single factor can predict academic performance to the full. The person should be seen as a whole, and the influence of non-cognitive factors should always be kept in mind.

M.A. / Please refer to full text to view abstract