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Democracy and the idea of a compulsory-national-curriculum : a philosophical examinationLongstaff, Simon Allen January 1989 (has links)
No description available.
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Physical education, power, and the cultural politics of the young Turkish bodyMolton, Elizabeth January 2014 (has links)
This research enquiry builds on and contributes to studies in the field of physical education, focusing specifically on pupils’ experiences of Year 12 physical education in a private secondary phase school in Turkey. Although there is scholarly work that examines the performance of gender in the physical education curriculum, there is little work attempting to interrogate the relationships between young people’s bodies, physicality, and the social landscape of a school. There has been even less work in the cultural context of Turkey that maps the various social forces which guide and determine the participants’ own physical education subjectivities. The research enquiry utilises physical cultural studies sensibilities that are based at the borders of inter-locking paradigmatic approaches. I am critically self-reflexive throughout the research enquiry as I represent, articulate, and rework the young people’s experiences gleaned from participant observations and interviews. An important finding to emerge from these narratives is the desire to reclaim the fun and play elements in physical education. However, the yearn to have fun in physical education becomes problematic when juxtaposed against the disempowering body practices surrounding engagement in the subject. In fact the workings of the body are afforded only a few positive comments from participants. The engagement of the participants in physical education thus contrasts with the performative and health discourses currently shaping Western physical education policies and curriculum practices. This research enquiry produces value-relevant knowledge to inform scholars and practitioners, aiming at a greater understanding of pupils’ experiences of the self, and opens future avenues for discussion when revising physical education policies, curricula, and practices. Furthermore, the research enquiry adds new insights into how the participants negotiate their own physicality and subjectivities in a physical education setting where Eastern and Western cultures meet, intersect, and collide.
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Bilingual education and the politics of cultural citizenship in California pre- and post-Proposition 227Anderson, Kimberly Susan, Foley, Douglas E., Strong, Pauline Turner, January 2003 (has links) (PDF)
Thesis (Ph. D.)--University of Texas at Austin, 2003. / Supervisors: Douglas Foley and Pauline Turner Strong. Vita. Includes bibliographical references. Available also from UMI Company.
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Creating controversy: sex education and the Christian Right in South Australia.Gibson, Sally January 2010 (has links)
In 2003 a panic was created about the introduction of a new model of sex education in South Australia known as the Sexual Health and Relationships Education (SHARE) project. This thesis explores the particular circumstances and conditions that enabled the SHARE project to emerge as a public problem in South Australia in 2003. It does this through analyzing the similarities and differences between the campaign against SHARE and others that have taken place against sex education in Australia and the US since the 1980s in terms of the organisations involved, the strategies used and the fears/moral panics invoked and evoked. I use the controversy created against the SHARE project as a starting point, not only to produce an historical account of a particular event in sex education in Australia but also to contribute to an understanding of the power dynamics that govern sexuality locally and in a broader global context. The methodological approach used in this thesis includes an analysis of ‘local discursivities’ relating to the SHARE project and the genealogy of those discourses. Following Foucault and queer and feminist applications of his work, the thesis particularly explores how discourses relating to ‘homosexuality’ and ‘child abuse’ were deployed in the campaign against the SHARE project. The thesis then identifies alternative discourses and approaches that can strengthen sex education programs in Australia based on the lessons learnt from the campaign against the SHARE project. To assist my analysis of the controversy about the SHARE project interviews were conducted with other educators who have produced sex education resources in Australia. These revealed that while there has been some opposition to sex education in Australia over the last 20 years this has not been well organised or sustained. The campaign against the SHARE project therefore represents a unique event in the history of sex education in Australia. The thesis argues that one major contributing factor to this event is the strengthening of the relationship between conservative political parties and evangelical activist groups in Australia and their use of tactics and materials developed by Christian Right groups in the United States. The thesis analyses the implications of this religious activism within the context of current Australian politics and assesses whether the ‘family values’ discourse, which was central to the controversy created about the SHARE project, is positioned any differently as a result of the recent changes in political leadership in Australia and the United States. / Thesis (Ph.D.) -- University of Adelaide, School of Social Sciences, 2010
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The interface between politics and administration in the Limpopo Department of EducationMogashoa, M. W. January 2006 (has links)
Thesis (MPA) --University of Limpopo, 2006 / The study conducted was based on the political and administrative interface in the Department of Education in Limpopo.
This provincial Department has experienced challenges that originated from the offices of both the Executive Authority and the Accounting officer. This grey area in the Department had almost paralysed the whole system and it became imperative that it be studied in an attempt to find possible solutions. An extensive scientific body of knowledge from different scholars and their findings contributed to a new direction recommended for consideration. The findings presented have the capacity to hamstring any organisation. The findings reveal, among others, that: the complementary bureaucratic model is threatened by time, and its challenges are enormous; there is little knowledge among politicians and administrators regarding interface matters; administrators do not have a global picture regarding the result of unethical conduct; more research on interface matters needs to be done and results published for the public to be educated while politicians and administrators should be continuously trained; the fluidity of the interface needs continuous focus to avoid plunging the department into an untenable situation.
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Educação, política e periferia = estudo sobre o movimento de educadores populares em Porto Alegre / Education, politics and periphery : a study on the movement of popular educators in Porto AlegreLord, Lucio Jose Dutra 02 November 2011 (has links)
Orientador: Rachel Meneguello / Tese (doutorado) - Universidade Estadual de Campínas, Instituto de Instituto de Filosofia e Ciências Humanas / Made available in DSpace on 2018-08-17T10:09:32Z (GMT). No. of bitstreams: 1
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Previous issue date: 2011 / Resumo: O presente trabalho analisa a constituição, emergência e atuação do movimento de educadores populares nas periferias de Porto Alegre/RS. A análise resgata o histórico dos movimentos sociais locais e o contexto político dos anos 1980 relacionando-os ao desenvolvimento de uma demanda específica das periferias urbanas do município por atendimento à infância. Nos anos 1990 a expansão do controle público a partir de normatizações como a LDB coloca a questão da qualidade do atendimento à infância, consolidando a ideia de educação infantil. Neste novo contexto a demanda popular por creche torna-se demanda por formação daqueles que trabalham em creches comunitárias atendendo à infância sem qualificação. A coleta de dados utilizou técnicas de pesquisa de campo como a etnografia, observação participante, entrevistas semiestruturadas e de história de vida, bem como análise documental e revisão da bibliografia sobre o tema / Abstract: This paper analyzes the establishment, operation and emergency movement of popular educators in the outskirts of Porto Alegre/RS. The analysis recovers the history of social movements and local political context of the 1980s , relating them to the development of a specific demand of the urban outskirts of the city for children's care. In the 1990s the expansion of public control norms such as the LDB raises the issue of children's care quality, reinforcing the idea of early childhood education. In this new context the popular demand for child care becomes a necessity for training those who work in community nurseries , without appropriate qualification. The data have been collected using field research techniques such as ethnography, participative observation, semi-structured interviews and life history, as well as document analysis and review of literature pieces on this subject. Keywords: Education, education and politics, urban peripheries, social movements / Doutorado / Ciencias Sociais / Doutor em Ciências Sociais
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Educational change and cultural politics: national identity-formation in ZimbabweMpondi, Douglas 25 June 2004 (has links)
No description available.
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O currículo de geografia: uma análise do documento de reorientação curricular da SEE-RJ / The Geography curriculum: an analysis of the document \"curriculum guide\" of SEE-RJFerreira, Washington Aldy 27 November 2009 (has links)
Trata-se de uma pesquisa sobre o currículo de Geografia da Secretaria de Educação do Estado do Rio de Janeiro, com o objetivo de analisar a construção da geografia escolar inserida no documento de Reorientação Curricular deste órgão oficial. Neste trabalho, o currículo de Geografia é analisado no atual contexto de transformações do mundo da educação pela perspectiva neoliberal. Tal contexto é marcado por transformações na educação brasileira que ocorre a partir da criação Lei de Diretrizes de Base Nacional (9.394/96), das reformas curriculares como os Parâmetros Curriculares Nacionais para os níveis fundamental e médio, das Diretrizes Curriculares Nacionais e dos sistemas de avaliação como o Exame Nacional do Ensino Médio, cujo objetivo é criar um novo modelo de escola e de ensino no país. No estado do Rio de Janeiro, essas transformações ocorreram dentro de uma mesma lógica global/nacional através de um programa de avaliação das escolas públicas intitulado de Nova Escola. O currículo de Geografia da Secretaria Estadual de Educação é parte desse contexto. Sua análise é feita através de um diálogo com o campo de estudos sobre currículo e a Geografia acadêmica e escolar brasileira, objetivando compreender as concepções de currículo e de Geografia escolar presentes no documento. A pesquisa aborda as relações existentes entre as políticas educacionais dos organismos multilaterais para os países emergentes, com destaque para o Banco Mundial e sua similaridade com o programa Nova Escola, assim como os pontos convergentes sobre concepção de currículo entre o Banco e a Secretaria Estadual de Educação do Rio de Janeiro. O trabalho também analisa o currículo de Geografia na perspectiva teórico-metodológica com o intuito de compreender o papel que essa ciência desenvolve na Reorientação Curricular e no programa Nova Escola. / Summary: It is a research about the curriculum implemented by Education Secretary of Rio de Janeiro State , it aims to analyze geography education development within the Curriculum Guide, which is a document from this official institution. In this assignment, the geography curriculum is analyzed by a current context of changing in education field considering the neoliberal viewpoint. This context is marked by changes in Brazilian education which begins from the creation of the National Curricular Parameters to elementary school and high school, of National Curricular Directives and the new evaluation systems as the National Exam of High School. All these strategies focus on a creation of a new learning model in the basis of the country. In Rio de Janeiro State , these changes occurred in a balanced logic between global and national, through a program which evaluates public schools called New School . The geography curriculum of Education Secretary State is part of this context. Its analysis is done by a dialog among the studies field, the Geography College and schools. It aims to understand the conceptions of the curriculum and geography education inside of the document. This research shows the relations among the educational politics from multilateral institutions to developing countries, an important example is the World Bank Group and its similarity with the program New School . Moreover there are some convergent points about the curriculum conception between the bank and the Education Secretary State of Rio de Janeiro . This essay analyzes the geography curriculum from the theoretical and methodological point of view with the objective of understanding the geography science role considering its development in the Curriculum Guide and inside the New School program.
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Direito a educação: politicas publicas para a ressocialização através da educação carcerária na Penitenciária Estadual de Ponta GrossaZanin, Joslene Eidam 28 February 2008 (has links)
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Previous issue date: 2008-02-28 / The present work has for purpose to delineate a panorama of the current condition of the Brazilian penitentiary system, being about the regeneration function that the education
carries out in the politics of penal execution. By means of documental exams and of collection of reports in semi-structured interviews and questionnaires applied to the
pedagogic coordination, teachers and arrested pupils on the importance of the pattern of public politics of penitentiary education applied in the State of Paraná, we tried to
understand the function that the youths' education and adults, accomplished through Ceebja Odair Pasqualini, school inserted in the State Penitentiary of Ponta Grossa,
exercises in the penitentiary system of Parana, presenting and analyzing the relationships among school education and regeneration inserted in a penal system. The theoretical reference used took for base mainly the reflections of Michel Foucault, intending to analyze the politics of prison education developed in the prisons of the State of Paraná in execution to the determination in the article 205 of the Federal
Constitution of 1.988 and article 83 of the Law of Penal Execution - Law 7.210 of July 11, 1984, considering as priority the perception that the pedagogic coordination and the
teachers possess in relation to that public politics developed by the State; and as the pupils in feather execution in the institution evaluate the education of the which they are
part. Before the scarce academic production and of the peculiarity of the theme related to that study area, it is waited that work can collaborate with the research about the
prison regeneration and the institution of specific public politics for the education in jail. / O presente trabalho tem por escopo delinear um panorama da atual condição do sistema penitenciário brasileiro, tratando do papel ressocializador que a educação desempenha na política de execução penal. Por meio de exames documentais e de coleta de relatos em entrevistas semi-estruturadas e questionários aplicados à coordenação pedagógica, professores e educandos presos sobre a importância do padrão de política pública de educação penitenciária aplicado no Estado do Paraná, procurou-se compreender a função que a educação de jovens e adultos, realizada através do Ceebja Odair Pasqualini, escola inserida na Penitenciária Estadual de Ponta Grossa, exerce no sistema penitenciário paranaense, apresentando e analisando as relações entre educação escolar
e ressocialização inseridas em um sistema penal. O referencial teórico utilizado tomou por base principalmente as reflexões de Michel Foucault, propondo-se analisar a política de educação carcerária desenvolvida nos presídios do Estado do Paraná em cumprimento ao disposto no artigo 205 da Constituição Federal de 1.988 e artigo 83 da Lei de Execução Penal – Lei 7.210 de 11 de julho de 1984, considerando como
prioritária a percepção que a coordenação pedagógica e os professores possuem em relação a essa política pública desenvolvida pelo Estado; e como os educandos em cumprimento de pena na instituição avaliam a educação da qual fazem parte. Diante da parca produção acadêmica e da peculiaridade do tema relacionado a essa área de estudo,
espera-se que esse trabalho possa colaborar com a pesquisa sobre a ressocialização carcerária e a instituição de políticas públicas próprias para a educação no cárcere.
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A RELAÇÃO EDUCAÇÃO-TRABALHO: UM ESTUDO DOS EGRESSOS DE AGRONOMIA DO IF GOIANO – CAMPUS MORRINHOSBaldoino, Luciana dos Santos Machado 23 August 2018 (has links)
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Previous issue date: 2018-08-23 / The present research integrates the studies developed in the line of State Research, Policies
and Educational Institutions of the Postgraduate Program in Education of the Pontifical
University of Goiás. The objective that guided this study was to know and to interpret the
relations between the formation in the course of Agronomy and the work of graduates of
classes 2010 and 2011 IF Goiano - Morrinhos Campus, with a view to an analysis of public
policies for higher education in Brazil. Considering that the Federal Institutes of Education,
Science and Technology prepare their students for entry into the labor market, it becomes
important to know the reality of graduate students. Among the different courses offered by the
research institution, what attracted the attention was the baccalaureate in Agronomy. This is
because it meets the demand of much of Brazil, since the economy of the country, and
especially of the Center-West region, is based on agricultural and livestock activities. The
research problem can be described from the question: Did the higher education in agronomy
interfere with the economic, social and professional life of the graduates of the 2010 and 2011
classes of the Goiano IF - Campus Morrinhos? As regards the methodology, was used a
quantitave research, based on the method of dialectical historical materialism, to capture the
real movement of thought, in order to understand the relationships between the parts and the
whole, in view of the totality, the contradiction, the mode of production and the class struggle.
It implies, therefore, to take the object of analysis as part of a historical totality that
constitutes it, where the mediations between the field of particularity and its relation to a
certain universality are established. To capture part of the reality, we used documentary and
empirical research, as well as secondary data provided by the National Institute of Studies and
Educational Research "Anísio Teixeira", by the Brazilian Institute of Geography and Statistics,
among others. In the empirical research, a questionnaire was applied with semi-structured
questions, made available through the Survey Monkey tool. From the universe of 43
graduates of the two groups investigated, 40 participated in the research. The theoretical bases
that guide this dissertation are supported by studies by Antunes (1999), Azevedo (1997, 2010),
Bianchetti (2001), Bobbio (1982, 1987), Campos (2014), Carnoy (1990), Chauí (1980, 2004),
Coutinho (1981, 1989), Durham (2006), Engels (1985), Fávero (2006), Freire (2003),
Frigotto (1989), Gentili (1995), Ianni (1980), Marx (1983, 1989, 2004), Oliveira (2014), Paro
(1997, 1999), Pinto (2010), Saviani (1991, 2007), among others. The results showed that 80%
of the graduates who participated in the research are male and 20% female, reinforcing the
male presence in the agronomist profession. The time elapsed between graduation and
insertion in the labor market was less than 1 year for 59% of the respondents. The
expectations of graduates regarding initial training and work were confirmed for most of the
graduates, since 60% of the interviewees revealed that they are inserted in the job market and
acting in the area of their training. The survey indicated that 65% of graduates had no income
before graduation, and 30% reported receiving 1 to 2 minimum salaries. The economic aspect
changed after completing the course for 18% of respondents. Considering that at the
beginning of the course 65% of respondents reported not receiving any income, the
differential for most of these subjects was the completion of the higher education course.
Regarding continuing education, this study showed that 64% of respondents stated that they
had invested in continuing education after completing their undergraduate course / A presente pesquisa integra os estudos desenvolvidos na linha de Pesquisa Estado, Políticas e
Instituições Educacionais do Programa de Pós-Graduação em Educação da Pontifícia
Universidade de Goiás. O objetivo que norteou este estudo foi conhecer e interpretar as
relações entre a formação no curso de Agronomia e o trabalho dos egressos das turmas de
2010 e 2011 do IF Goiano – Campus Morrinhos, com vistas a uma análise das políticas
públicas de educação superior no Brasil. Considerando que os Institutos Federais de Educação,
Ciência e Tecnologia preparam seus alunos para o ingresso no mercado de trabalho, torna-se
importante conhecer a realidade dos egressos da graduação. Entre os diferentes cursos
oferecidos pela instituição pesquisada, o que chamou a atenção foi o bacharelado em
Agronomia. Isso porque ele atende à demanda de grande parte do Brasil, uma vez que a
economia do país, e em especial da região Centro-Oeste, sustenta-se nas atividades agrícolas e
pecuárias. O problema da pesquisa pode ser descrito a partir da indagação: A formação
superior em agronomia interferiu na vida econômica, social e profissional dos egressos das
turmas de 2010 e 2011 do IF Goiano – Campus Morrinhos? No que se concerne à
metodologia, utilizou-se a pesquisa quantiqualitativa, fundamentada no método do
materialismo histórico dialético, para captar o movimento real do pensamento, de maneira a
se entender as relações entre as partes e o todo, tendo em vista a totalidade, a contradição, o
modo de produção e a luta de classes. Implica, desse modo, tomar o objeto de análise como
parte de uma totalidade histórica que o constitui, onde se estabelecem as mediações entre o
campo da particularidade e sua relação com determinada universalidade. Para captar parte da
realidade, foram utilizadas as pesquisas documental e empírica, além de dados secundários
disponibilizados pelo Instituto Nacional de Estudos e Pesquisas Educacionais “Anísio
Teixeira”, pelo Instituto Brasileiro de Geografia e Estatística, entre outros. Na pesquisa
empírica, aplicou-se um questionário com perguntas semi-estruturadas, disponibilizadas por
meio da ferramenta Survey Monkey. Do universo de 43 egressos das duas turmas investigadas,
40 participaram da pesquisa. As bases teóricas que orientam esta dissertação estão respaldadas
nos estudos de Antunes (1999), Azevedo (1997, 2010), Bianchetti (2001), Bobbio (1982,
1987), Campos (2014), Carnoy (1990), Castelo (2012), Chauí (1980, 2004), Coutinho (1981,
1989), Durham (2006), Engels (1985), Fávero (2006), Freire (2003), Frigotto (1989), Gramsci
(2011), Gentili (1995), Ianni (1980), Marx (1983,1989, 2004), Oliveira (2014), Paro (1997,
1999), Pinto (2010), Saviani (1991, 2007), entre outros. Os resultados mostraram que 80%
dos egressos que participaram da pesquisa são do sexo masculino e 20% do sexo feminino,
reforçando a presença masculina na profissão agrônomo. O intervalo de tempo transcorrido
entre o término da graduação e a inserção no mercado de trabalho foi de menos de 1 ano para
59% dos respondentes. As expectativas dos egressos em relação à formação inicial e o
trabalho se confirmaram para a maioria dos egressos, pois 60% dos entrevistados revelaram
que estão inseridos no mercado de trabalho e atuando na área de sua formação. A pesquisa
indicou que, antes da conclusão do curso superior, 65% dos egressos não tinham rendimentos,
e 30% informaram que recebiam de 1 a 2 salários mínimos. O aspecto econômico sofreu
alteração após a conclusão do curso superior para 18% dos entrevistados. Considerando que
no início do curso 65% dos entrevistados informaram não receber nenhum rendimento, o
diferencial para grande parte desses sujeitos foi a conclusão do curso superior. Em relação à
formação continuada, este estudo mostrou que 64% dos respondentes declararam ter feito
investimento na formação continuada após a conclusão do curso de graduação
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