Thesis (Ph. D.)--Open University. BLDSC no. DX97665.

Thesis (M.S.W.)--University of Hong Kong, 1977.

Thesis (M.Ed.)--York University, 2007. Graduate Programme in Education. / Typescript. Includes bibliographical references (leaves164-170). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR32014

Made available in DSpace on 2014-06-11T19:24:47Z (GMT). No. of bitstreams: 0 Previous issue date: 2011-09-30Bitstream added on 2014-06-13T19:52:31Z : No. of bitstreams: 1 scarlatto_ec_me_arafcl.pdf: 6681017 bytes, checksum: 0b3c5284f3cc570470c47d37afa3e7ab (MD5) / Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Neste estudo de caso investiguei a potencialidade das experiências didático-pedagógicas efetuadas em uma das unidades de Educação Complementar situadas na cidade de Araraquara-SP, o Programa de Educação Complementar (PEC) “Profº Henrique Scabello”, no que se refere ao favorecimento de capital cultural desta instituição a seus alunos. Trata-se de uma pesquisa quantitativa e qualitativa fundamentada nos preceitos de Pierre Bourdieu, sobretudo na noção de capital cultural, cujos procedimentos de coleta e análise foram observação direta, entrevista semiestruturada e análise de documentos. De modo geral, foram observadas 115 horas das experiências desenvolvidas no âmbito da unidade, divididas da seguinte forma: 96 horas em oficinas e 19 horas em espaços como refeitório, corredores e reuniões pedagógicas. As entrevistas foram realizadas com 9 professores (5 pertencentes ao PEC propriamente dito e 4 que trabalham na Escola Municipal de Ensino Fundamental “Profº Henrique Scabello”), 2 agentes educacionais e a coordenadora (todos do PEC), bem como 8 alunos de ambas as instituições. Os documentos analisados foram o Projeto Político Pedagógico da Educação Complementar, fotos, trabalhos dos alunos, documentos de projetos desenvolvidos no PEC em 2010, anotações de professores denominadas ‘bolinhos’ e pesquisas que explicam fenômenos educacionais por meio da noção de capital cultural. Ao final deste trabalho, constatei, sobretudo, que os resultados positivos que essa política pública educacional visa proporcionar a seus alunos são inviabilizados nesta unidade, uma vez que tal proposta é contestada no âmbito das representações da maioria dos sujeitos e das práticas didático-pedagógicas que regularmente são substituídas por ‘aulas livres’. Dessa forma, tal política que, do ponto de vista formal... / In this case study, the capability of didactic-pedagogical experiences, acquired in one of the Complementary Education units located at the city of Araraquara, State of São Paulo, Brazil, PEC (Complementary Education Programme) “Profº Henrique Scabello”, is investigated concerning the transfer of cultural capital by that institution to its students. This is a quantitative and qualitative research work based on Pierre Bourdieu, especially the notion of cultural capital, whose procedures for data collection and analysis were the direct observation, semi-structured interviews, and document analyses. In general terms, I observed 115 hours of the developed experiences within the scope of the unit divided in the following way: 96 hours spent within workshops and 19 hours spent in places such as the cafeteria, school halls and pedagogical meetings. The interviews were carried out with 9 teachers, among whom there were 5 from the PEC unit referred above and the remaining 4 teachers worked in the Regular Public System at Escola Municipal de Ensino Fundamental “Profº Henrique Scabello”; 2 educational agents and the coordinator, all from PEC, as well as 8 students from both institutions. The analyzed documents came from the Political Pedagogical Project of Complementary Education, pictures, student assignments, documents from projects developed at PEC in 2010, teacher’s notes also known as “bolinhos”, and research work dealing with educational phenomena by means of the notion of cultural capital. It was noticed that the positive results this public educational politics could provide to its students are not feasible in this institution, since this proposal is contested in relation to the majority of the individuals’ representations who do not accordingly apply the principles stated in that document which are replaced by... (Complete abstract click electronic access below)

Orientador: Marilda da Silva / Banca: Vera Teresa Valdemarin / Banca: Luciana Maria Giovanni / Resumo: Neste estudo de caso investiguei a potencialidade das experiências didático-pedagógicas efetuadas em uma das unidades de Educação Complementar situadas na cidade de Araraquara-SP, o Programa de Educação Complementar (PEC) "Profº Henrique Scabello", no que se refere ao favorecimento de capital cultural desta instituição a seus alunos. Trata-se de uma pesquisa quantitativa e qualitativa fundamentada nos preceitos de Pierre Bourdieu, sobretudo na noção de capital cultural, cujos procedimentos de coleta e análise foram observação direta, entrevista semiestruturada e análise de documentos. De modo geral, foram observadas 115 horas das experiências desenvolvidas no âmbito da unidade, divididas da seguinte forma: 96 horas em oficinas e 19 horas em espaços como refeitório, corredores e reuniões pedagógicas. As entrevistas foram realizadas com 9 professores (5 pertencentes ao PEC propriamente dito e 4 que trabalham na Escola Municipal de Ensino Fundamental "Profº Henrique Scabello"), 2 agentes educacionais e a coordenadora (todos do PEC), bem como 8 alunos de ambas as instituições. Os documentos analisados foram o Projeto Político Pedagógico da Educação Complementar, fotos, trabalhos dos alunos, documentos de projetos desenvolvidos no PEC em 2010, anotações de professores denominadas 'bolinhos' e pesquisas que explicam fenômenos educacionais por meio da noção de capital cultural. Ao final deste trabalho, constatei, sobretudo, que os resultados positivos que essa política pública educacional visa proporcionar a seus alunos são inviabilizados nesta unidade, uma vez que tal proposta é contestada no âmbito das representações da maioria dos sujeitos e das práticas didático-pedagógicas que regularmente são substituídas por 'aulas livres'. Dessa forma, tal política que, do ponto de vista formal... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: In this case study, the capability of didactic-pedagogical experiences, acquired in one of the Complementary Education units located at the city of Araraquara, State of São Paulo, Brazil, PEC (Complementary Education Programme) "Profº Henrique Scabello", is investigated concerning the transfer of cultural capital by that institution to its students. This is a quantitative and qualitative research work based on Pierre Bourdieu, especially the notion of cultural capital, whose procedures for data collection and analysis were the direct observation, semi-structured interviews, and document analyses. In general terms, I observed 115 hours of the developed experiences within the scope of the unit divided in the following way: 96 hours spent within workshops and 19 hours spent in places such as the cafeteria, school halls and pedagogical meetings. The interviews were carried out with 9 teachers, among whom there were 5 from the PEC unit referred above and the remaining 4 teachers worked in the Regular Public System at Escola Municipal de Ensino Fundamental "Profº Henrique Scabello"; 2 educational agents and the coordinator, all from PEC, as well as 8 students from both institutions. The analyzed documents came from the Political Pedagogical Project of Complementary Education, pictures, student assignments, documents from projects developed at PEC in 2010, teacher's notes also known as "bolinhos", and research work dealing with educational phenomena by means of the notion of cultural capital. It was noticed that the positive results this public educational politics could provide to its students are not feasible in this institution, since this proposal is contested in relation to the majority of the individuals' representations who do not accordingly apply the principles stated in that document which are replaced by... (Complete abstract click electronic access below) / Mestre

Adults from the middle-classes are up to three times more likely to be regularly involved in sport than those from the working-class. The reason for this participation anomaly has been consistently linked to the differing lifestyles and opportunities to which young people from working and middle-class backgrounds are exposed. More specifically, working-class children are more likely to develop narrow, class-related leisure profiles and sporting repertoires during their childhood that serve to limit the likelihood of them remaining physically active in adulthood. In relation to this, one of the key aims of physical education (PE) in mainstream schools is to develop the range of skills and knowledge for all pupils and widen their sporting repertoires in an attempt to promote long-term participation throughout their lives. However, not only has PE provision in British mainstream schools been shown to be unsuccessful in promoting working-class pupils’ sporting/ability development, some suggest that the subject may even be perpetuating the social difference that has been shown to exist in relation to sports participation between social class groups. In order to address these issues the study set out to examine the extent to which the wider social background of white, working-class ‘lads’ and the actions and attitudes of their PE teachers came to impact on the way the lads influenced and experienced their PE curriculum/lessons. It also aimed to examine the impact that school PE then had on their sporting repertoires and participation in sport/active leisure outside of school. A total of 24 days were spent in Ayrefield Community School (ACS), a purposively selected, working-class state secondary school as part of a case study design. Over 60 practical PE lessons were observed that led to differing roles being adopted and guided conversations being conducted before, during, and after these lessons. Eight focus group interviews were also conducted with specifically chosen lads as well as one with the four members of male PE staff. Additional observations were also carried out during off-site trips, external visits, and in a range of classroom-based lessons. The findings were then considered and examined in relation to the work of the sociologists Norbert Elias and Pierre Bourdieu. The findings revealed that the pressures related to the modern education system and the social expectations linked to their working-class backgrounds caused a split between the lads at ACS in to three broad groups, namely: Problematics, Participants and Performers. These groupings came to impact on the ways that these lads engaged and achieved in school as well as the ways in which they came to negotiate and experience PE. The ‘Problematic’ group held largely negative views of education, but valued PE, especially when playing football, the ‘Participants’ were relatively successful at school yet apathetic regarding the content and delivery of their PE lessons, and a Performer group of lads emerged who engaged and achieved highly at school and participated in a range of activities in PE, but showed little intention of participating outside of school due to their pragmatic attitude to ‘learning’ in PE. Despite these differing school and PE experiences between the lads’ groups, the potential and actual impact of school PE on their sporting repertoires, skills, and interests was ultimately constrained by a range of issues. In the first instance the lads’ narrow, class-related leisure profiles and sporting repertoires linked closely to recreational participation with friends, alongside a lack of proactive parenting were significant limiting factors. In addition, the ability of some lads to constrain the actions of PE staff and peers to get what they wanted in PE rather than what they needed, and the negative views of most lads to skill development and structured PE lessons meant that PE at ACS was never likely to have a positive impact on the sporting repertoires and participation types/levels of its male pupils either currently or in their future lives.

Freie Univ., Diss.--Berlin, 2004. / Literaturverz. S. 300 - 317.