La politique québécoise de l’adaptation scolaire confirme que le plan d’intervention (PI) constitue l’outil privilégié pour répondre aux besoins des élèves handicapés ou en difficulté d’adaptation ou d’apprentissage. Toutefois, la recension des écrits nous informe que le plan d’intervention est encore loin d’être efficace. Le Ministère de l’Éducation, des Loisirs et des Sports du Québec (MELS, 2004) ainsi que l’Office of Special Education and Rehabilitative Services des U.S. department of Education (dans Eichler, 1999) ont bien identifié et présenté explicitement cinq à six fonctions du PI mais, aucun des deux organismes ne définit ce qu’est une fonction, à quoi elle sert, son importance relative et ce qu’elle implique. De plus, on retrouve, explicitement ou implicitement, soit dans le cadre de référence pour l’établissement des PI (MELS, 2004), soit dans la revue de la littérature, soit dans les milieux de pratique plusieurs autres fonctions que le PI remplit ou devrait remplir. Ce flou entourant le concept de fonction entraîne un manque de rigueur dans la conception des PI, car « lorsque la totalité des fonctions a été identifiée, elle permet le développement d’un produit répondant à l’usage attendu » (Langevin et coll., 1998). Il y a d’emblée une somme de fonctions qu’un PI remplit déjà et d’autres sûrement à remplir. Or, cela n’a pas été élucidé, précisé et validé. Le but de la présente recherche a été de définir les rôles du PI au regard des besoins de ses différents utilisateurs. Les objectifs spécifiques ont été les suivants, 1) Identifier les différents utilisateurs d’un PI, 2) Identifier les besoins des différents utilisateurs d’un PI, 3) Identifier les fonctions qu’un PI doit remplir afin de satisfaire les besoins de ses utilisateurs, 4) Créer un cahier des charges fonctionnel pour la conception et l’évaluation d’un PI, 5) Identifier certains coûts reliés à la conception d’un PI. Afin d’atteindre les objectifs précités, nous avons eu recours à la méthode de l’analyse de la valeur pédagogique (AVP) (Langevin, Rocque et Riopel, 2008). La méthode d’AVP comportait une analyse des besoins des différents utilisateurs potentiels, une analyse de la recension des écrits, une analyse des encadrements légaux, une analyse de produits types et une analyse écosystémique. En conclusion, nous avons identifié les différents utilisateurs potentiels d’un PI, identifié les différents besoins de ces utilisateurs, identifié les fonctions qu’un PI doit remplir pour satisfaire leurs besoins, crée un cahier des charges fonctionnel (CdCF) pour la conception et l’évaluation des PI et identifié certains coûts liés à la conception d’un PI. Le CdCF pourra servir à concevoir des PI et à évaluer leur efficience. Une partie du CdCF pourra aussi remplir un rôle prescriptif pour la conception d’outil de soutien à l’élaboration du PI. Enfin, le CdCF pourra servir à la formation et à la recherche en éducation. / The policy on special education in Quebec confirms that the Individualized Education Plan (IEP) remains the essential tool for planning intervention to be carried out with child and youth with learning disabilities. Nonetheless a review of the literature indicates that IEPs are in need of improvement. The Ministry of Education in Quebec (2004) and the Special Education and Rehabilitative Services U.S. Department of Education (in Eichler, 1999) explicitly identify five to six functions. However, none of them define what a function is, what is the role of a function, its relative importance and implication. Furthermore, we find in the reference framework for the establishments of IEPs (MELS, 2004), in the literature review, in practice that there are many more functions an IEP fulfills or should fulfill. This ambiguity revolving around the concept of function leads to a lack of rigor because ``when all the functions are identified it allow for the development of a product that fulfills its purpose`` (Langevin and others, 1998). There are a sum of functions an IEP already fulfills and many more that it should fulfill. Unfortunately, none of these has of yet been emphasized, specified and validated. The goal of this research was to identify the characteristic role of an IEP in regards to the needs of its different users. The specific objectives of this study were: 1) To identify the different IEP users, 2) To identify the different needs of the different IEP users, 3) To identify the different functions of an IEP, 4) To create a functional specification matrix for the conception and evaluation of IEPs, 5) To identify some of the cost related to an IEP. To reach our objectives, we proceeded with the pedagogical value analysis method (PVA). The PVA method included a need analysis of the different IEP users, a literature review analysis, an analysis of legal requirements, an analysis of different IEP models and an ecosystem analysis. As a result we have, identified the different IEP users, identified their different needs, identified the different functions of an IEP, created a functional specification matrix (FSM) for the conception and evaluation of IEPs and identified some cost related to the conception of an IEP. The IEP FSM may be used to create an IEP and evaluate the efficiency of an IEP. Part of the IEP FSM may also have a prescriptive role for the conception of a tool which supports IEP users elaborating IEPs. Finally, The IEP FSM may be used in training and research.

No description available.

Syftet med studien är att undersöka hur gymnasielärare i ämnet idrott och hälsa uppfattar och resonerar om elever som har åtgärdsprogram eller som riskerar att inte uppnå kunskapskraven. Vidare syftar studien till att belysa vilka diskurser och maktrelationer lärarna är en del av och hur dessa förhåller sig till varandra vid bedömning och betygsättning av dessa elever. För att nå syftet används fyra kvalitativa intervjuer tillsammans med fyra befintliga åtgärdsprogram i ämnet idrott och hälsa. Empirin analyseras sedan med hjälp av diskursanalys samt begreppen makt och kategorisering. Studien visar att lärarna delar in elever som riskerar att inte uppnå kunskapskraven i ett antal olika kategorier: lata och bekväma, rädda, ointresserade, språkliga förbistringar och fysiologiska och eller psykologiska orsaker. Beroende på vilken kategori eleverna anses tillhöra resonerar lärarna olika om hur undervisningen bör bedrivas gällande dessa elever. Genomgående är närvaron av stor betydelse för hur eleverna kategoriseras och därefter behandlas i undervisningen av lärarna. Studien visar även att lärarna inte har all makt när det gäller bedömning och betygsättning av dessa elever. Utan de måste i själva verket förhålla sig till andra diskurser såsom ledningsinflytande, elevinflytande och i viss mån även föräldrainflytande. Dessa tre diskurser befinner sig i kamp med diskursen om lärarinflytande om makten över bedömningen och betygsättningen. / The aim of this study is to investigate how upper secondary teachers in physical education describe and discuss about students with an individual education plan (IEP) or at risk of not achieving the national knowledge requirements. Furthermore, this study aims to illustrate the discourses and power relations teachers are a part of and how these relate to each other in the assessment and grading of these students. The investigation is based on four qualitative interviews plus four existing IEPs which are analyzed with help of discourse analysis and the concepts power and categorization. The investigation shows that the teachers divide the students at risk of not achieving the national knowledge requirements in a variety of categories: lazy and comfortable, afraid, uninterested, language difficulties and physiological and or psychological reasons. The investigation shows that the teacher reasons differently about the education depending on which category the student belongs to. Throughout the investigation the student’s attendance levels are important in relation to how the teachers categorize and thereafter treat the students. The investigation also highlights that the teacher does not have all the power when it comes to the assessment and grading of these students. The teachers have to relate to other discourses like the discourse of management influence, the discourse of student influence and to some extent the discourse of parental influence. These three discourses find themselves in a struggle with the discourse of teacher influence about the power over the assessment and grading.

Dans le contexte actuel de l’éducation, l’enfant est davantage placé au cœur des relations entre la famille, l’école et la communauté, et les parents sont invités à accompagner leur enfant tout au long de son parcours scolaire. Quant aux enseignants, ils sont conviés à collaborer de façon systématique avec les familles. La collaboration entre les enseignants et les parents devient donc une condition essentielle à la réussite scolaire des élèves, notamment avec ceux qui éprouvent des difficultés d’apprentissage. Actuellement, dans nos écoles, la collaboration se situe principalement au niveau des communications obligatoires de base prescrites par le Régime pédagogique. En ce sens, Kalubi et Lesieux (2006) soulignent que le partenariat tant souhaité dans les documents officiels des ministères concernés ne transparaît pas toujours dans les pratiques quotidiennes. D’ailleurs, la littérature scientifique montre qu’il existe de nombreux obstacles liés à la collaboration école-famille-communauté, tout particulièrement lorsqu’il s’agit d’entretenir des relations harmonieuses avec les parents d’élèves à risque. À cet égard, une plus grande participation parentale est sollicitée en vue d’intensifier la collaboration entre l’école et la famille. Effectivement, les enseignants désirent que les parents s’impliquent davantage auprès de leur enfant dans les travaux et les devoirs à la maison et, du côté des parents, ils se demandent souvent comment agir pour aider encore mieux leurs enfants dans leur apprentissage (Gouvernement du Québec, 2000). Le plan d’intervention est un outil reconnu par les milieux scolaires pour aider l’élève à risque dans son cheminement scolaire puisqu’il sollicite la participation des parents et encourage la collaboration école-famille-communauté. De fait, il s’inscrit dans une démarche dynamique et prend appui sur une vision systémique de la situation de l’élève, ce qui permet de mieux identifier les besoins de l’élève à risque et d’y répondre adéquatement (Gouvernement du Québec, 2004). En prolongement à ce que l’on connaît déjà sur la participation parentale et la collaboration école-famille-communauté, nous orientons cette recherche sur les perceptions et les attentes d’enseignants au primaire en classe ordinaire et de parents d’élèves à risque à l’égard de la participation parentale et de la collaboration école-famille dans le cadre de l’élaboration et du suivi du plan d’intervention. Cette étude emprunte une approche de recherche qualitative de type exploratoire et elle est menée auprès de huit enseignants au primaire et de sept parents d’élèves à risque. Les participants ont délibérément été choisis pour leur représentativité par rapport à l’objet d’étude (Mongeau, 2009). Une procédure d’échantillonnage par volontariat a été appliquée et les données ont été recueillies par le biais d’entrevues semi-dirigées. L’analyse des entrevues révèle que les parents participent au plan d’intervention parce qu’ils veulent soutenir et aider leur enfant dans leur cheminement scolaire. Il existe cependant de multiples façons pour les parents de participer à la réussite scolaire de leur enfant, celles-ci variant particulièrement selon leurs intérêts, leurs compétences et leurs disponibilités. En ce qui concerne les enseignants, les entrevues nous dévoilent qu’ils ont globalement des perceptions positives à l’égard des parents, ce qui favorise grandement l’établissement de relations harmonieuses. Par contre, ils s’attendent à une plus grande participation parentale dans le suivi scolaire de l’enfant à la maison. Tant d’un côté que de l’autre, les résultats indiquent qu’il faut favoriser davantage la participation des parents à l’élaboration et au suivi du plan d’intervention de l’élève à risque. Idéalement, les enseignants et les parents devraient s’enrichir mutuellement de leurs ressources et de leurs expertises complémentaires en créant des relations collaboratives plutôt que hiérarchiques. Ce niveau de collaboration est sans aucun doute celui qui favoriserait avantageusement la réussite scolaire des élèves à risque. / In today’s education context, the student is placed in the center of the relations between the family, the school and the community. Parents are invited to help their children all along their schooling and teachers are asked to systematically collaborate with families. The collaboration between teachers and parents is therefore an essential condition of the student achievement and it is even more important for students with learning disabilities. Currently in our schools, the collaboration is being mainly maintained at the obligatory basic communications level which is prescribed by the Pedagogic System. Kalubi and Lesieux (2006) indicate that the so desired partnership in official documentation from concerned ministries does not transpire in day to day school practices. Furthermore, scientific literature as shown that there are obstacles to family-school-community partnership especially in regards to keeping harmonious relations with parents of special needs students. Furthermore, even greater parent participation is sought in order to intensify the collaboration between the school and the family. Teachers wish for parents to get more involved with their children in order to accompany them in their school projects and homework. Parents are often asking themselves how to act in order to help even more their children in their homework and learning activities (Government of Quebec, 2000). The individualized education plan is a tool recognized by schooling communities to help the special needs student in their learning activities as it involves parent participation and promotes the family-school-community partnership. The individualized education plan is at the core of a dynamic plan of action which is based on a systemic vision of the student situation in order to better identify the specific needs of the special needs student and to respond to these adequately (Government of Quebec, 2004). In the continuation of what we already know about parent participation and family-school-community partnership, this research is about both perceptions and expectations of teachers and parents of special needs students in elementary school in regards to parent participation and family-school-community partnership in the preparation and follow-up of the individualized education plan. This study is using a qualitative approach of the exploration type with eight teachers in elementary school and seven parents of special needs students. These participants were deliberately chosen for their representativeness in regards to the study (Mongeau, 2009). A process of voluntary sampling was put in place and the data was collected via semi-directed interviews. Data analysis extracted from these voluntary interviews reveals that parent participate in the individualized education plan because they want to help and support and their child in their learning activities. It appears that there are many different ways and levels of engagement for parents to participate in their child’s student achievement. These different ways and level of engagement varies depending on parent’s interests, skills and availability. In regards to teachers, the data extracted from their interviews shows that they have a global positive perception in regards to parents which greatly helps to establish harmonious relationships between them. On the other hand, teachers are expecting greater involvement of parents in their child learning activities at home. On both teacher and parent side, results indicate that parent participation must be facilitated in the preparation, execution and follow-up of the individualized education plan. Ideally teachers and parents should mutually benefit from each other resources and knowledge based on a collaborative relationship instead of a hierarchical one. Such collaborative relationship between teachers and parents would be, without a doubt, the best approach to help special needs students in their school success.

La politique québécoise de l’adaptation scolaire confirme que le plan d’intervention (PI) constitue l’outil privilégié pour répondre aux besoins des élèves handicapés ou en difficulté d’adaptation ou d’apprentissage. Toutefois, la recension des écrits nous informe que le plan d’intervention est encore loin d’être efficace. Le Ministère de l’Éducation, des Loisirs et des Sports du Québec (MELS, 2004) ainsi que l’Office of Special Education and Rehabilitative Services des U.S. department of Education (dans Eichler, 1999) ont bien identifié et présenté explicitement cinq à six fonctions du PI mais, aucun des deux organismes ne définit ce qu’est une fonction, à quoi elle sert, son importance relative et ce qu’elle implique. De plus, on retrouve, explicitement ou implicitement, soit dans le cadre de référence pour l’établissement des PI (MELS, 2004), soit dans la revue de la littérature, soit dans les milieux de pratique plusieurs autres fonctions que le PI remplit ou devrait remplir. Ce flou entourant le concept de fonction entraîne un manque de rigueur dans la conception des PI, car « lorsque la totalité des fonctions a été identifiée, elle permet le développement d’un produit répondant à l’usage attendu » (Langevin et coll., 1998). Il y a d’emblée une somme de fonctions qu’un PI remplit déjà et d’autres sûrement à remplir. Or, cela n’a pas été élucidé, précisé et validé. Le but de la présente recherche a été de définir les rôles du PI au regard des besoins de ses différents utilisateurs. Les objectifs spécifiques ont été les suivants, 1) Identifier les différents utilisateurs d’un PI, 2) Identifier les besoins des différents utilisateurs d’un PI, 3) Identifier les fonctions qu’un PI doit remplir afin de satisfaire les besoins de ses utilisateurs, 4) Créer un cahier des charges fonctionnel pour la conception et l’évaluation d’un PI, 5) Identifier certains coûts reliés à la conception d’un PI. Afin d’atteindre les objectifs précités, nous avons eu recours à la méthode de l’analyse de la valeur pédagogique (AVP) (Langevin, Rocque et Riopel, 2008). La méthode d’AVP comportait une analyse des besoins des différents utilisateurs potentiels, une analyse de la recension des écrits, une analyse des encadrements légaux, une analyse de produits types et une analyse écosystémique. En conclusion, nous avons identifié les différents utilisateurs potentiels d’un PI, identifié les différents besoins de ces utilisateurs, identifié les fonctions qu’un PI doit remplir pour satisfaire leurs besoins, crée un cahier des charges fonctionnel (CdCF) pour la conception et l’évaluation des PI et identifié certains coûts liés à la conception d’un PI. Le CdCF pourra servir à concevoir des PI et à évaluer leur efficience. Une partie du CdCF pourra aussi remplir un rôle prescriptif pour la conception d’outil de soutien à l’élaboration du PI. Enfin, le CdCF pourra servir à la formation et à la recherche en éducation. / The policy on special education in Quebec confirms that the Individualized Education Plan (IEP) remains the essential tool for planning intervention to be carried out with child and youth with learning disabilities. Nonetheless a review of the literature indicates that IEPs are in need of improvement. The Ministry of Education in Quebec (2004) and the Special Education and Rehabilitative Services U.S. Department of Education (in Eichler, 1999) explicitly identify five to six functions. However, none of them define what a function is, what is the role of a function, its relative importance and implication. Furthermore, we find in the reference framework for the establishments of IEPs (MELS, 2004), in the literature review, in practice that there are many more functions an IEP fulfills or should fulfill. This ambiguity revolving around the concept of function leads to a lack of rigor because ``when all the functions are identified it allow for the development of a product that fulfills its purpose`` (Langevin and others, 1998). There are a sum of functions an IEP already fulfills and many more that it should fulfill. Unfortunately, none of these has of yet been emphasized, specified and validated. The goal of this research was to identify the characteristic role of an IEP in regards to the needs of its different users. The specific objectives of this study were: 1) To identify the different IEP users, 2) To identify the different needs of the different IEP users, 3) To identify the different functions of an IEP, 4) To create a functional specification matrix for the conception and evaluation of IEPs, 5) To identify some of the cost related to an IEP. To reach our objectives, we proceeded with the pedagogical value analysis method (PVA). The PVA method included a need analysis of the different IEP users, a literature review analysis, an analysis of legal requirements, an analysis of different IEP models and an ecosystem analysis. As a result we have, identified the different IEP users, identified their different needs, identified the different functions of an IEP, created a functional specification matrix (FSM) for the conception and evaluation of IEPs and identified some cost related to the conception of an IEP. The IEP FSM may be used to create an IEP and evaluate the efficiency of an IEP. Part of the IEP FSM may also have a prescriptive role for the conception of a tool which supports IEP users elaborating IEPs. Finally, The IEP FSM may be used in training and research.

Since 2006 Swedish compulsory school teachers are required to use individual developmentplans (IDPs) as part of their assessment practices. The IDP has developed through two major reforms and is currently about to undergo a third in which requirements for documentation are to be reduced. The original purpose of IDP was formative: a document containing targets and strategies for the student's future learning was to be drawn up at the parent-pupil-teacher meetingeach semester. The 2008 reform added requirements for written summative assessments/grade-like symbols to be used in the plan. This thesis aims to generate knowledge of the IDP as a tool in terms of what characterizes IDP documents as well as teachers' descriptions of continuous IDP work. It contains four articles. The first two are based on 379 collected IDP documents from all stages of compulsoryschool, and the last two build on interviews with 15 teachers. Throughout, qualitative content analysis has been used for processing data. The analytical framework comprises Latour's conceptual pair inscription – translation, Wartofsky's notions of primary/secondary/tertiary artifacts, and Wertsch's distinction between mastery and appropriation, which together provide an overall framework for understanding how the IDP becomes a contextually shaped tool that mediates teachers' actions in practice. Moreover, the activity theoretical concept of contradictionis used to understand and discuss dilemmas teachers experience in relation to IDP. In article 1, targets and strategies for future learning given to students are investigated and discussed in relation to definitions of formative assessment. Concepts were derived from the data and used for creating a typology of target and strategy types related either to being aspects (students' behavior/attitudes/personalities) or to subject matter learning. In article 2, the distribution of being and learning targets to boys and girls, respectively, is investigated. The results point to a significant gendered difference in the distribution of being targets. Possible reasons for the gendered distribution are discussed from a doing-gender perspective, and the proportion of being targets in IDPs is discussed from an assessment validity point of view. In article 3, teachers' continuous work with IDPs is explored, and it is suggested that IDP work develops in relation to perceived purposes and the contextual conditions framing teachers' work. Three qualitatively different ways of perceiving and working with IDP are described in a typology. Article 4 elaborates on dilemmas that teachers experience in relation to IDP, concerning time, communication, and assessment. A tentative categorization of dilemma management strategies is also presented. Results are synthesized in the final part of the thesis, where the ways in which documents are written and IDP work is carried out are discussed as being shaped in the intersection between rules and guidelines at national, municipal and local school level, and companies creating solutions for IDP documentation. Various purposes are to be achieved with the help of the IDP, which makes it a potential field of tension that is not always easy for teachers to navigate. Several IDP-related difficulties, but also opportunities and affordances, are visualized in the studies of this thesis. / <p>Svensk sammanfattning: s. 111-126.</p>

Many educators are experiencing challenges in educating autistic learners, with the media reporting incidents of autistic learners being denied access to their local schools. This case study investigated how effective the TEACCH (Treatment and Education of Autistic and Communication Handicapped Children) model is, in helping autistic learners to learn in an inclusive environment. The data collection instrumentsused included a literature review, questionnaires, interviews and artefacts. The collected data were analysed statistically, and descriptively. It seems as if there is perception that autism is increasing. Teachers need to be taught about full support mechanisms to deal with the challenges of teaching autistic learners. The research revealed that teachers were struggling to implement the TEACCH program owing to a lack of support programs for teachers, as well as a lack of continued use by other teachers. It was revealed that the teachers felt that for intervention programs to be successful, autistic learners should learn separately. / Inclusive Education / M. Ed. (Inclusive Education)

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No. of bitstreams: 1 maciel_ts_me_mar.pdf: 2202505 bytes, checksum: 0ef74514a8c94f382e42ec8d6e61f69e (MD5) Previous issue date: 2018-02-23 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / A presente dissertação aborda a temática educação em direitos humanos, sob a ótica de que, devido ao contexto de exclusão e marginalização ocasionado pela ideologia neoliberal que orienta hoje a organização da sociedade, e devido às violações recorrentes aos direitos humanos, uma educação voltada para a concretização de uma cultura dos direitos humanos se faz necessária. Partiu-se de duas premissas: a escola de Educação Infantil, por ser o local de realização da primeira etapa da Educação Básica e o primeiro ambiente, depois do seio familiar, em que a criança estabelece relações sociais, é ambiente propício para o desenvolvimento de ações pedagógicas que trabalhem os valores fundamentais da educação em direitos humanos, bem como o caráter político que caracteriza tal educação; ademais, o(a) professor(a), enquanto mediador(a) das diversas relações que ocorrem no espaço escolar, é uma figura de extrema importância no processo educacional que procura desenvolver-se na perspectiva dos direitos humanos. Assim, o objetivo geral desta pesquisa consistiu em verificar quais as concepções de professores(as) de Educação Infantil acerca da educação em direitos humanos em uma escola pública municipal da cidade de Marília, e discuti-las a partir das bases presentes nos documentos nacionais que orientam a educação em direitos humanos. Os seguintes questionamentos guiaram o processo de investigação: quais as concepções acerca da educação em direitos humanos que possuem professores(as) de Educação Infantil, em uma escola pública municipal da cidade de Marília? Tais concepções vão ao encontro das propostas e políticas para a educação em direitos humanos presentes em documentos oficiais e na bibliografia selecionada? No que concerne aos procedimentos metodológicos, realizou-se, portanto, pesquisa de campo, pesquisa bibliográfica e documental. A entrevista semiestruturada e a técnica de análise de conteúdo nortearam, respectivamente, a coleta e a análise dos dados. Os resultados do estudo indicaram que as noções de direitos humanos que possuem o professor e as professoras que constituíram o quadro de sujeitos desta pesquisa, relacionam-se a questões político-sociais, além de apontarem para a dimensão da formação ética e referenciarem um processo errôneo de reconhecimento dos direitos humanos como direitos que não deveriam proteger a todos e todas. Concluiu-se que, de maneira geral, as concepções de direitos humanos, democracia e cidadania das profissionais e do profissional entrevistadas(o) estão permeadas pelo discurso neoliberal, no qual os direitos humanos confundem-se com os próprios direitos; a democracia limita-se ao modelo de representação e a cidadania aproxima-se mais da ótica passiva do que da ativa. Pode-se considerar, por fim, que, embora haja reconhecimento, por parte dos sujeitos da pesquisa, da importância de um trabalho pedagógico que contemple os direitos humanos, as concepções acerca da educação em direitos humanos proferidas por eles distanciam-se da bibliografia selecionada e do discurso oficial presente no Plano Nacional de Educação em Direitos Humanos e nas Diretrizes Nacionais para a Educação em Direitos Humanos. / This dissertation deals with the theme of human rights education, considering that, due to the context of exclusion and marginalization caused by the neoliberal ideology that today guides the organization of society, and due to the recurrent violations of human rights, an education turned to realization of a human rights culture is necessary. It was based on two premises: the Preschool, because it is the place where the first stage of Basic Education takes place and the first environment, after the family environment, in which the child establishes social relations, is an environment conducive to the development of pedagogical actions that work the fundamental values of education in human rights, as well as the political character that characterizes such education; in addition, the teacher, as mediator of the various relationships that occur in the school space, is a figure of extreme importance in the educational process that seeks to develop in the perspective of human rights. Thus, the general objective of this research was to verify the conceptions of Preschool teachers about human rights education in a municipal public school in the city of Marília, and to discuss them from the bases present in the national documents that guides the human rights education. The following questions guided the research process: what are the conceptions about human rights education that have Preschool teachers in a municipal public school in the city of Marília? Do such conceptions meet the proposals and policies for human rights education that contains in official documents and the selected bibliography? What that refers to methodological procedures was made a field research, bibliographical and documentary research. The semistructured interview and the technique of content analysis guided, respectively, the data collection and analysis. The results of the study indicated that the notions of human rights that have the teachers who constituted the framework of subjects of this research, relate to socio-political issues, besides pointing to the dimension of ethical formation, and referencing an erroneous process recognition of human rights as rights that should not protect everyone. It was concluded that, in a general way, the conceptions of human rights, democracy and citizenship of the professionals interviewed are permeated by neoliberal discourse, in which human rights are confused with the rights themselves; the democracy is limited to the model of representation, and the citizenship is closer to the passive than to the active. Finally, it can be considered that, although there is recognition by the research subjects of the importance of a pedagogical work that contemplates human rights, the conceptions about human rights education said by them grow up the distance from the selected bibliography and of the official discourse present in the National Human Rights Education Plan and the National Guidelines for Human Rights Education.

Submitted by Erika Demachki (erikademachki@gmail.com) on 2018-06-05T17:34:34Z No. of bitstreams: 2 Tese - Renata Ramos da Silva Carvalho - 2018.pdf: 4606190 bytes, checksum: be46a59437a9a4c7611096ff9e27e4fa (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2018-06-06T11:03:34Z (GMT) No. of bitstreams: 2 Tese - Renata Ramos da Silva Carvalho - 2018.pdf: 4606190 bytes, checksum: be46a59437a9a4c7611096ff9e27e4fa (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-06-06T11:03:34Z (GMT). No. of bitstreams: 2 Tese - Renata Ramos da Silva Carvalho - 2018.pdf: 4606190 bytes, checksum: be46a59437a9a4c7611096ff9e27e4fa (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2018-04-10 / Fundação de Amparo à Pesquisa do Estado de Goiás - FAPEG / The main goal of this study is to investigate and to present what would be the necessary enlargement of undergraduate and strictu sensu graduate enrollments, and of the expansion funds, so that the SUs, by the state of the federation, could contribute to the success of the NEP goals (2014-2024) for higher education. Furthermore, this study also aims to evaluate the first two years of the implementation of the targets 12, 13 and 14, and to carry out the projection of its challenges for the country by the year 2024; to comprehend how the SUs are inserted in the context of higher education in Brazil; to identify the main institutional and academic characteristics and the main asymmetries in the set of Brazilian State Universities; to detect the main existing asymmetries in the group of Brazilian SUs; to analyze the content of the goals for higher education of the State Education Plans (SEPs), to investigate the average cost and expense per student of the SUs; to estimate what would be the necessary increase of resources, as a percentage of national and state GDP, so that the states, through their SUs, can contribute to the achievement of these goals. From the methodological point of view, the first step of this research has shown to be an exploratory study which later developed into a descriptive, critical interpretative study that has been subsidized by documental and bibliographic research, collection and analysis of statistical data for the accomplishment of projection estimation presented here. This study is composed of four main categories of analysis: the expansion of Brazilian higher education, the education plans (national and state), the institutional and academic profile of the UEs, and, finally, the funding of the SUs. These categories are theoretically supported by the studies of Aguiar (2010), Amaral e Pinto (2005), Amaral (2016), Dourado (2010, 2011, 2016, 2017), Fialho (2011, 2012), Martins (2000), Oliveira and Dourado (2016), Oliveira (2011), Ranieri (2000), Sguissardi (2000, 2014), among others. The data collected by this study reveal that the challenges of expansion and funding are audacious for the states to contribute to the PNE (2014-2024) goals for higher education. Therefore, it is defended as a thesis that although the SUs integrate the same administrative category as "state public universities", they are constituted by a set of HEIs marked by institutional asymmetries in several aspects: as to its architecture of spatial organization; to the characteristics of offer of their undergraduate enrollments, as to the qualification of its academic staff; as regarding the offer and performance in the stricto sensu post-graduate course ; its statutory regulations; in terms of their funding; and regarding its challenges of expansion towards the goals of the PNE (2014-2024) for higher education. This study understands that the asymmetries identified in the set of the SUs are mainly due to the fact that they have very different contexts regarding their creation, structuring, and functioning, and because they are subordinated to different maintainers (states of the federation) and to distinct academic, institutional regulations and financial capacity. Moreover, it is argued that the challenges of the SUs in front of the PNE (2014-2024) goals for higher education explicit the present contradictions in terms of the higher education offer promoted by these institutions, in terms of its funding, and in terms of the regional inequalities of this group of HEIs. These contradictions and the imperative challenges of enrollment expansion and the increase in the funding, necessary for the SUs to contribute to the success of these goals, allows us to affirm that there are objective limits which compromise the effective participation of the states in reaching these goals for higher education in brazil, through their SUs. Moreover, it is possible to affirm that the effectiveness of the content proposed by the PNE strategy 12.18 (2014-2024) is of fundamental importance for the states of the federation to contribute to the achievement of these goals for higher education, through their SUs. / Este estudo possui como principal objetivo investigar e apresentar qual seria a expansão necessária de matrículas de graduação e pós-graduação stricto sensu e a ampliação no financiamento para que as UEs, por estado da federação, possam contribuir com o êxito das metas do PNE (2014-2024) para a educação superior. Para além deste, objetiva-se também: avaliar os dois primeiros anos de vigência das metas 12, 13 e 14 e realizar a projeção de seus desafios para o país e até o ano de 2024; compreender como as UEs estão inseridas no contexto da educação superior do país; identificar as principais características institucionais e acadêmicas e as principais assimetrias no conjunto das UEs brasileiras; analisar o conteúdo das metas para a educação superior dos Planos Estaduais de Educação (PEEs); apurar o custo e o gasto médio do aluno das UEs por estado da federação; estimar qual seria a ampliação necessária de recursos, como percentual do PIB nacional e estadual, para que os estados, por meio de suas UEs, contribuíssem para o alcance dessas metas. Do ponto de vista metodológico, a primeira etapa desta pesquisa mostrou-se como um estudo exploratório, que depois evoluiu para um estudo descritivo de caráter crítico e interpretativo, sendo subsidiado por pesquisa documental, bibliográfica, levantamento e tratamento de dados estatísticos para a realização dos cálculos das projeções apresentadas. Este estudo é composto por quatro principais categorias de análise: a expansão da educação superior no Brasil, os planos de educação (o nacional e os estaduais), o perfil institucional e acadêmico das UEs e, por fim, o financiamento das UEs. Essas categorias apoiam-se teoricamente nos estudos de Aguiar (2010), Amaral e Pinto (2005), Amaral (2016), Dourado (2010, 2011, 2016, 2017), Fialho (2011, 2012), Martins (2000), Oliveira e Dourado (2016), Oliveira (2011), Ranieri (2000), Sguissardi (2000, 2014), entre outros. Os dados levantados por este estudo revelam que são audaciosos os desafios de expansão e financiamento para que os estados possam contribuir com as metas do PNE (2014-2024) para a educação superior. Portanto, defende-se como tese que, embora as UEs integrem a mesma categoria administrativa sendo “universidades públicas estaduais”, elas se constituem por um conjunto de IES marcado por assimetrias institucionais em diversos aspectos: quanto à sua arquitetura de organização espacial; quanto às características de oferta das suas matrículas de graduação; quanto à titulação de seu corpo docente; quanto à oferta e atuação na pós-graduação stricto sensu; quanto às suas regulamentações normativas; quanto ao seu financiamento; quanto aos seus desafios de expansão perante as metas do PNE (2014-2024) para a educação superior. Este estudo compreende que essas assimetrias idenficadas no conjunto das UEs são decorrentes, principalmente, do fato de elas possuírem contextos muito distintos quanto à sua criação, estruturação e funcionamento e por estarem subordinadas a mantenedores (estados da federação) e regulamentações acadêmicas, institucionais e capacidade financeira distintos. Defende-se ainda que os desafios das UEs perante as metas do PNE (2014-2024) para a educação superior explicitam as contradições presentes quanto à oferta de educação superior promovida por essas instituições, quanto ao seu financiamento e quanto às desigualdades regionais desse conjunto de IES. Essas contradições e os imperativos desafios de expansão de matrículas e ampliação no financiamento necessário para que as UEs possam contribuir com o êxito dessas metas permitem-nos afirmar que existem limites de caráter objetivo que comprometem a efetiva participação dos estados, por meio de suas UEs, no alcance dessas metas para a educação superior no Brasil. É possível afirmar ainda que a efetivação do conteúdo proposto pela estratégia 12.18 do PNE (2014-2024) é de fundamental importância para que os estados da federação, por meio de suas UEs, contribuam para o alcance dessas metas.

The diploma thesis is devoted to the inclusive education of pupils in the conditions of the Czech Republic and a comparison of approach to inclusive education with neighboring countries at primary and secondary education. The theoretical part defines the concepts and describes the system of inclusive education, including the diagnosis of pupils with special educational needs in our country and also in selected Western countries. The empirical part is based on a questionnaire survey. The respondents are teachers and assistants of special schools, teachers and assistants of mainstream schools and parents of pupils. The aim of the research presented in the empirical part is to find out what expectations from inclusion have its individual actors, for which pupils with special educational needs is the inclusion suitable, and what are the crucial criteria of success in inclusion according to selected groups of respondents.