This study evaluates the effectiveness of the three (3) extant Environmental Education Centres of the KwaZulu-Natal Department of Education and Culture (KZNDEC) as contributors to the environmental learning, and to education, in KwaZulu-Natal. In the process, it is an exploratory response as to how better the Centres can answer the call of the Reconstruction and Development Programme to "empower all communities to act on environmental issues" (African National Congress 1994:40). The research traces the history, the philosophical background and functions of environmental education, of environmental education centres, and of personnel employed at environmental educators, in the ex-Natal Education Department and in its successor, the KZNDEC. The researcher recommends that environmental education centres should become "agents of change" in the wider environment, and in the educational processes, of the communities of which they are a part. The study suggests methods by which people's lives at a "deep rural" level may be improved by helping restore the balance of "the three pillars of sustainable development - economic, social and environmental - and [in the process, having a positive] focus on poverty eradication" (WSSD 2002). The centres, the researcher contends, can become more effective agents of the KZNDEC for the protection of the environment "for the benefit of present and future generations" (Constitutional Assembly 1996:11). / Educational Studies / M.Ed.

The aim of this master thesis is to specify a corporate culture and the system of education of the ČSOB a. s., Příbram and to define the influence of this system on the company. Four research methods were used for the achieving of this aim: observation, questionnaire, comparison and dialogue. Employee education is currently very important factor of the company´s success. It is profitable for companies to invest to employee education especially in this modern age, which is full of frequent changes. The opportunity for education, development and growth is very highly motivating factor for employee and this opportunity helps to raise their satisfaction and loyalty to the company. Based on requirements and needs of the company, there exist different types of company education. The corporate culture is very important for company stability. It supports development of knowledge, skills and human potential. The synthesis of the obtained information was conducted after the analysis of the corporate culture and employee education in ČSOB, a. s., Příbram. In final part of the thesis were made practical suggestions leading to a desired state within this field.

Made available in DSpace on 2014-07-29T15:00:20Z (GMT). No. of bitstreams: 1 Dissertacao_Rabelo_2010.pdf: 2683982 bytes, checksum: 14c7eab4b65e0e941666bc29a3c417bf (MD5) Previous issue date: 2011-08-31 / This research theme is the teaching practice of mathematics teacher who taught at Lyceu of Goiania in the 1960s, a topic that constitutes one side of the History of Mathematics Education in Goiás Such research has as objective to identify the components of the teaching practice of mathematics teacher, the context in which this process took place, aiming to characterize her practice and associate professor profile. To perform theoretical research were adopted from different areas and that address issues pertaining to the topic searched, among them historians like Bloch, Le Goff and Chartier, the sociologist Halbwachs, historians of mathematics education as Valente and Matos, and Julia and the Vidal regard to school culture. The research made use of documentary sources both written and consulted from the file Lyceu of Goiania, the oral sources, consisting of seven interviews with teachers who taught mathematics at Lyceu of Goiania in the 1960s. From this research it was possible to identify the profile of the teacher during the 1960s, a predominantly self-taught or trained by the Campaign for the Improvement of Secondary Education and Dissemination (CADES) to enabled. There was a marked presence of the textbook of mathematics and the first stirrings of the movement of Modern Mathematics. Still, it was possible to see a scenario where the school culture in the heart of Lyceu goes through a transition process over the decade, where we see both continuities and changes, including the teaching practice. / A presente pesquisa tem como tema a prática docente do professor de matemática que lecionou no Lyceu de Goiânia na década de 1960, tema este que constitui uma das faces da História da Educação Matemática em Goiás. Tal pesquisa apresenta como objetivos a identificação dos elementos constituintes da prática docente do professor de matemática, o contexto no qual se deu esse processo, buscando caracterizar a prática e a ela associar o perfil docente. Para a realização da pesquisa foram adotados referenciais teóricos de diferentes áreas e que abordam temas concernentes à temática pesquisada, entre eles historiadores como Bloch, Le Goff e Chartier, o sociológo Halbwachs, historiadores da Educação Matemática como Valente e Matos, e Julia e Vidal no que se refere à cultura escolar. A pesquisa se valeu tanto de fontes documentais escritas, consultadas a partir do arquivo do Lyceu de Goiânia, quanto de fontes orais, constituídas de sete entrevistas realizadas com professores que lecionaram matemática no Lyceu de Goiânia na década de 1960. A partir desta pesquisa foi possível identificar o perfil do professor ao longo da década de 1960, de predominantemente autodidata ou formada pela Campanha de Aperfeiçoamento e Difusão do Ensino Secundário (CADES) para o habilitado. Verificou-se a presença marcante do livro didático de matemática e os primeiros indícios do movimento da Matemática Moderna. Ainda, foi possível constatar um cenário em que a cultura escolar no coração do Lyceu passa por um processo de transição ao longo da década, onde se verifica tanto permanências quanto mutações, inclusive na prática docente.

Made available in DSpace on 2014-07-29T16:10:29Z (GMT). No. of bitstreams: 1 ANDERSON DE SOUSA COELHO.pdf: 1453382 bytes, checksum: 3ceb4ad1f4ad3d435d32204db7624363 (MD5) Previous issue date: 2010-08-30 / This research links to online research Cultural and Educational Processes and aims to study the unveiling of the (de) formation cultural background from instrumental reason (or techniques) designed by neoliberal capitalism in the 1990s. The research will be characterized in unveiling the ideological aspects that determine the role of education and educational assessment outlined in the values and principles designed by the ruling class (bourgeoisie). Defined as the methodological procedure and literature as a theoretical and methodological analysis critical and reflective of the classic works of Critical Theory of the Frankfurt School, especially Adorno s epistemology and some intellectuals, such as Horkheimer, Marcuse and Benjamin. We intend, with your search results, argue about the potential of Critical Theory in debate about matters of the relationship between education, educational assessment and the neoliberal capitalist society, especially Brazil. Based on what Adorno pointed out as a possibility of an education for empowerment , seeks to demonstrate the capability to support the author's theory, educational activities, focusing on the educational sphere evaluative committed to the freedom of individuals. / Esta pesquisa vincula-se a linha de pesquisa Cultura e Processos Educacionais e tem como objeto de estudo o desvendamento da (de) formação cultural a partir da razão instrumental (ou tecnicista) projetada pelo capitalismo neoliberal na década de 1990. A pesquisa se caracterizará em desvelar os aspectos ideológicos que determinam o papel da educação e da avaliação educacional delineada em valores e princípios projetados pela classe dominante (burguesia). Definiu-se como procedimento metodológico a pesquisa bibliográfica e como referencial teórico-metodológico a análise crítico-reflexiva das obras clássicas da Teoria Crítica da Escola de Frankfurt, principalmente a epistemologia de Adorno e alguns intelectuais, tais como: Horkheimer, Marcuse e Benjamin. Pretende-se, com os resultados da pesquisa, argumentar sobre o potencial da Teoria Crítica no debate acerca de questões da relação entre a educação, avaliação educacional e a sociedade capitalista neoliberal, destacando o Brasil. Com base no que Adorno apontou como possibilidade de uma educação para a emancipação , procura-se demonstrar a potencialidade do autor para sustentar, teoricamente, ações educativas, privilegiando a esfera avaliativa educacional comprometidas com a liberdade dos indivíduos.

Teachers’ beliefs are central to determining children’s optimal educational experiences. However, some studies related to teachers’ beliefs yielded findings that rendered beliefs and practices incongruous. Although the principles of developmentally appropriate practices that synthesize theoretical and empirical research on child development have been adapted to various contexts other than its original United States of America (USA) context, developmentally appropriate practices remain contentious as to its relevance in these contexts. What is appropriate for children’s education seems debatable, largely determined by social expectations of childhood and children. Cultural diversity seems to be the new dispensation in this discourse. Fundamentally, research on preschool teachers’ beliefs about developmentally appropriate educational practices, adds to literature about cultural context variables in preschool provision from different contexts. Purpose: This study examined how teachers’ practical experiences framed their beliefs and understanding of children’s educational experiences within a developmentally appropriate framework and a bioecological systems theory. Paradigm/Design/Methods: A constructivist paradigm within the qualitative approach guided this study. Video and photographs became the basis to elicit teachers’ beliefs about children’s educational experiences. Children’s educational experiences were analysed along five constructs related to the concept of DAP; teaching strategy, use of materials, scheduling of children’s learning, assessment, and consideration of children’s individuality. Findings: Teachers’ beliefs corroborated the DAP framework, but their practices that were more teacher-directed, contrasted the DAP principles. They used formally structured teaching approaches, as materials in three-out-of-four classes observed remained ‘silenced’. The schedules were formally structured, subject-based, with limited flexibility, as assessment for children’s learning focused on limited aspects of the cognitive domain. Conclusion: Teachers’ beliefs seemed to support educational practices that embrace the principles of DAP. However, some context-related factors, which include pressure from parents, competitive school environments, preparation for the interview, different transition requirements, peer pressure, and perceived lack of time limited their use of DAP. I extrapolate these factors to the bioecological systems theory, to understand the dynamics of early childhood education provision in Kenya. Practical implications/Originality/Value: This study adds to literature on teachers’ beliefs about children’s educational experiences from a developing country context, as well as adding to studies that have used visually elicited interviews. It also provides the details of children’s educational experiences, in part, to appreciate the current conversation on the status and the nature of focus on standards or skills-based dynamics in preschool provision. Besides, it might be the first study in Kenya to embrace the DAP framework and the bioecological systems theory. The seesaw model advanced in this study synthesizes the originality of the study by conceptualizing the theoretical as well as empirical literature on developmentally appropriate educational practices, as a valuable framework to understand and interpret competing priorities that might affect preschool provision. The seesaw model is also valuable in locating and extending the conversation about different stakeholders’ priorities, not only in Kenya, but also in other societies. / Thesis (PhD)--University of Pretoria, 2010. / Educational Psychology / unrestricted

The diploma thesis deals with Music education and culture and with the significant personalities in Brandýs nad Labem - Stará Boleslav. It maps the continuity between the past and the present through scanning bibliographic sources and interviews with nine significant personalities. Actual needs of Music education in the present and future such as the direction of music culture in the local region result from the findings in the practical part of the diploma thesis.

O trabalho que se apresenta tem como propóstio avaliar o processo de projeto participativo da Casa de Memória em Altamira, cidade do Estado do Pará. A exigência da construção das Casas de Memória, uma na cidade de Altamira e outra na cidade vizinha de Vitória do Xingu, é uma das condicionantes do processo de licenciamento ambiental do empreendimento da construção da Usina Hidrelétrica de Belo Monte. A partir dessa avaliação crítica, expõem-se os desafios, dificuldades, possibilidades, limites e as especificidades do processo de participação no projeto museológico e arquitetônico das Casas de Memória originários do programa de compensação socioambiental. O trabalho não corrobora com a necessidade da construção da usina hidrelétrica de Belo Monte e tampouco com o plano de eletrificação da Amazônia, assume-se aqui que, dada a aprovação da construção da usina as edificações das Casas de Memória, o acervo e as atividades propostas pelo projeto de museologia são uma possibilidade desejável de compensação para a população. Como arquiteto, urbanista e paisagista acredito ser importante o registro e a documentação das transformações, dos valores naturais e culturais da paisagem e da população impactadas. Entendo as Casas de Memória como espaço vivo, animado e apropriado pela população que contribua com a compreensão, o enfrentamento e rsistência frente às transformações e a história da comunidade. A hipótese que se quer provar é de que apenas adotando o processo participativo de trabalho e construção do acervo e do projeto, as casas terão alguma chance de ser concretizada a contento, ou seja, apenas com o envolvimento efetivo da população afetada pela construção da barragem no processo teremos a chance de vê-los apropriem-se do espaço e conotem o valor seimbólico que o espaço remete, caso contrário, o espaço servirá como um museu da cidade que sediará a edificação / The present study aims to evaluate the participatory design process of the Memory House in Altamira, Pará State. The requirement of memory houses construction, one in the city of Altamira and another in the nearby town of Vitória do Xingu, is one of the conditions of the environmental licensing process to the construction of Belo Monte Hydroelectric Plant. Fromthis critical evaluation, i expose challenges, difficulties, possibilities, limits and specificities of the participation in the museum and architectural desing of the memory houses originating from environmental compensation program process. The study does not corroborate the need to build the hydroelectric plant of Belo Monte, nor with the electrification plan of the Amazon. Otherwise, it is assumed here that, give the approval of the construction of the plant, buildings of memory houses, the collection and activities proposed by the museology project is a desirable possibility of compensation for the population. As an architect, urban planner and landscaper designer, I think the registration and documentation of change, natural and cultural values of the landscape and the affected population is important. I understand the memory houses as living space, lively and taken by the population, a space that contributes to the understanding, facing and resistance before the change and the history of the community. The hypothesis we want to prove is taht only by adopting the participatory process of work and construction of the collection and design, the houses will have any chance of being implemented satisfactorily, in other words, only with the effective involvement of the population affected by the dam construction in the process, we will have the chance to see them take the space and understand all the symbolic value that the space refers, otherwise the space will mwerely serve as a city museum which will host the building.

[pt] O presente trabalho tem como objetivo analisar a contribuição dos impressos pedagógicos como instrumentos de legitimação institucional na área de educação. Especificamente, neste estudo, examinar o papel da Revista Brasileira de Estudos Pedagógicos, da Revista Educação e Ciências Sociais e do Boletim Mensal do Centro Brasileiro de Pesquisas Educacionais na tentativa de legitimação do Centro Brasileiro de Pesquisas Educacionais (CBPE) no âmbito do Ministério da Educação Cultura (MEC) e sob o comando do Instituto Nacional de Estudos Pedagógicos (INEP) no período de 1952 a 1964. Parto do pressuposto que foi colocada em jogo uma rede de impressos para tal processo de legitimação que possibilitou o acionamento de três estratégias para a consubstanciação deste projeto: a estratégia de articulação, por serem os impressos veículos de informação de uma instituição que almejou o máximo envolvimento de todos os atores; a estratégia de intervenção, haja vista a possibilidade de pensar os impressos enquanto vozes oficiais da instituição que buscou organizar a sua representação institucional nos planos internacional, nacional e regional e, por fim, a estratégia de legitimação em que os impressos são escrituras que buscaram imprimir e erigir a memória de um determinado grupo de poder como hegemônica e paradigmática no campo educacional e, no caso do CBPE, também no campo das Ciências Sociais. Deste modo, insere-se esta pesquisa no bojo da história cultural e da história política e procura estabelecer possibilidades de compreensão do período em tela para a historiografia da educação brasileira, lançando luzes nas trincheiras da guerra pelo controle da educação nacional que aparece como espaço privilegiado nas páginas dos impressos da rede montada pelo Centro Brasileiro de Pesquisas Educacionais sob a direção de Anísio Teixeira e seus colaboradores. / [en] The purpose of this paper was to analyze the contribution of pedagogical printed matters as tools of institutional legitimacy in the field of education. More specifically, this study aims to examine the role of Revista Brasileira de Estudos Pedagógicos (Brazilian Magazine of Pedagogical Studies), Revista Educação e Ciências Sociais (Education and Social Science Magazine) and the Boletim Mensal do Centro Brasileiro de Pesquisas Educacionais (Monthly Bulletin of the Educational Research Brazilian Center) in the attempt to legitimate CBPE - the Educational Research Brazilian Center- within the scope of MEC- the Ministry of Education and Culture- and under the control of INEP- Instituto Nacional de Estudos Pedagógicos (National Institute of Pedagogical Studies) from 1952 to 1964. I assume that a network of printed matter was created for the legitimation process, which enabled the activation of three strategies for the consubstantiation of the project: the articulation strategy, for the printed matters are means of information of an institution that has always aspired to achieve the total engagement of all actors; the intervention strategy, since there is a possibility of considering the printed matters as the official voice of the institution that strove to organize its institutional representation in the international, national and regional spheres; and, finally, the legitimation strategy, in which the printed matter sought to print and build up the memory of a certain power group as hegemonic and paradigmatic in the field of education, and, as far as CBPE is concerned, in the field of Social Sciences, as well. Therefore, this research is set into the core of the political and cultural history, and it attempts to create possibilities of understanding the period in question for the Brazilian education historiography, enlightening the trenches in the fight for the control of the national education, which holds a privileged space on the pages of the printed matter of the network built up by the Educational Research Brazilian Center, directed by Anísio Teixeira and his collaborators.

This thesis looks at how the rule of law fails to achieve justice for Indian-American survivors of domestic violence in a multitude of ways, corresponding to class and religious positionality, as well as documentation status, and how the Indian community mobilizes in response to these failures by creating alternative modes of justice for survivors. Historically, these alternatives have taken form as direct service organizations, providing culturally and linguistically accessible services to survivors. I contend that these are helpful on an individual level, working to interrupt cycles of violence, but not at the collective level – stopping these cycles altogether. Given the systemic nature of sexual violence, working from transformative justice principles is an ideal modality of organizing, but not feasible given the structure of Indian-American communities today. In the interim between present post-violence work and future integration of transformative justice, I argue that pre-violence educational models are the most effective way to see tangible, generational, systemic change. Modes of resistance through educational initiatives aimed towards Indian youth ages ten to eighteen against rape culture will more effectively deter the cycles of intra-community violence from occurring, specifically when oriented from sites of religious worship and/or cultural centers – spaces that create a sense of Indian identity. These educational spaces currently do not exist as an intra-community effort, so I analyze various feminist pedagogies as well as an example of this work being done within other communities to extend these praxes back to the Indian community.

O trabalho que se apresenta tem como propóstio avaliar o processo de projeto participativo da Casa de Memória em Altamira, cidade do Estado do Pará. A exigência da construção das Casas de Memória, uma na cidade de Altamira e outra na cidade vizinha de Vitória do Xingu, é uma das condicionantes do processo de licenciamento ambiental do empreendimento da construção da Usina Hidrelétrica de Belo Monte. A partir dessa avaliação crítica, expõem-se os desafios, dificuldades, possibilidades, limites e as especificidades do processo de participação no projeto museológico e arquitetônico das Casas de Memória originários do programa de compensação socioambiental. O trabalho não corrobora com a necessidade da construção da usina hidrelétrica de Belo Monte e tampouco com o plano de eletrificação da Amazônia, assume-se aqui que, dada a aprovação da construção da usina as edificações das Casas de Memória, o acervo e as atividades propostas pelo projeto de museologia são uma possibilidade desejável de compensação para a população. Como arquiteto, urbanista e paisagista acredito ser importante o registro e a documentação das transformações, dos valores naturais e culturais da paisagem e da população impactadas. Entendo as Casas de Memória como espaço vivo, animado e apropriado pela população que contribua com a compreensão, o enfrentamento e rsistência frente às transformações e a história da comunidade. A hipótese que se quer provar é de que apenas adotando o processo participativo de trabalho e construção do acervo e do projeto, as casas terão alguma chance de ser concretizada a contento, ou seja, apenas com o envolvimento efetivo da população afetada pela construção da barragem no processo teremos a chance de vê-los apropriem-se do espaço e conotem o valor seimbólico que o espaço remete, caso contrário, o espaço servirá como um museu da cidade que sediará a edificação / The present study aims to evaluate the participatory design process of the Memory House in Altamira, Pará State. The requirement of memory houses construction, one in the city of Altamira and another in the nearby town of Vitória do Xingu, is one of the conditions of the environmental licensing process to the construction of Belo Monte Hydroelectric Plant. Fromthis critical evaluation, i expose challenges, difficulties, possibilities, limits and specificities of the participation in the museum and architectural desing of the memory houses originating from environmental compensation program process. The study does not corroborate the need to build the hydroelectric plant of Belo Monte, nor with the electrification plan of the Amazon. Otherwise, it is assumed here that, give the approval of the construction of the plant, buildings of memory houses, the collection and activities proposed by the museology project is a desirable possibility of compensation for the population. As an architect, urban planner and landscaper designer, I think the registration and documentation of change, natural and cultural values of the landscape and the affected population is important. I understand the memory houses as living space, lively and taken by the population, a space that contributes to the understanding, facing and resistance before the change and the history of the community. The hypothesis we want to prove is taht only by adopting the participatory process of work and construction of the collection and design, the houses will have any chance of being implemented satisfactorily, in other words, only with the effective involvement of the population affected by the dam construction in the process, we will have the chance to see them take the space and understand all the symbolic value that the space refers, otherwise the space will mwerely serve as a city museum which will host the building.