In an environment of systemic educational reform, which emphasizes the alignment of curriculum standards, instructional practices, and assessments, an important question arises: What are the factors which influence teachers to change their classroom practice in response to standards-based reforms ? My study examined the initial legislative model, Washington Education Reform Act HB1209 (1993), and tested other factors that led to changes in classroom practice in three middle schools which are currently implementing HB1209. The case studies included multiple sources of evidence (administrator and teacher interviews, surveys, classroom observations, focus groups, and documents). The data were analyzed for each school individually and across all three schools to clarify the connection between standards-based reform policy, teachers' learning, and changes in classroom practice. The study examined the influence of six teacher factors and four school level factors on familiarity with the reform policy, involvement in educational reform, and changes in classroom. Teacher factors were: (a) present teaching experience; (b) previous teaching experience; (c) pedagogical knowledge needed to implement the reform; (d) involvement in educational reform; (e) sense of empowerment; and (f) self-efficacy. School level factors were: (a) previous educational policies; (b) participation in a collaborative learning group; (c) building level and district administrative expectations and support; and (d) organizational features that enhance time for teachers to learn and collaborate. Both teacher and school level factors were related to familiarity with the policy, involvement in reform, and changes in classroom practice. Teacher factors (involvement in reform, empowerment) predicted more of the variance in familiarity with HB1209 than did school level factors (collegial teams, school reform plan). Contrary to my original hypothesis, knowledge of the reform policy itself was the largest single predictor of involvement in educational reform and of changes in classroom practice. However, while knowledge of the policy was necessary, it was not a sufficient predictor. Teacher factors (staff empowerment, pedagogical knowledge) predicted more of the involvement in reform than did school level factors (time for planning and curriculum development, school reform plan). Teacher factors (involvement in reform) and school level factors (workshops, conversations about practice) were equally predictive of changes in classroom practice.

For many years, and particularly since the 1980s, the state has taken an interest in the curriculum of state-funded secondary schools. This interest has focused largely on utilitarian imperatives for employment and economic sustainability. A consequence of this utilitarian conception of state education is that art viewed, as a less useful subject within the curriculum, is threatened by this. Against an historic discourse about the nature of art itself and why it is taught and its value in society, the question of 'What is art'? and 'What is the role of the art teacher'? continue to defy a consensus that is useful to teachers. Concurrently, these important arguments have inevitably impinged on the practice of art teachers who find themselves distanced from cherished liberal and social imperatives, and confused about what is expected of them. This study looks at how these pervasive arguments make an impact on teachers who, although studied as artists and trained to teach art, now find themselves dubbed 'art and design' teachers as the requirements of the state and its increasingly utilitarian system exerts more control over their working lives. More than twice as many art graduates (3.4% of fine art graduates in 2016) enter teaching than design graduates (1.3% design graduates in 2016) (Logan and Prichard, 2016). A piece of qualitative research was completed with a combined sample of 23 teachers. Building on Efland's streams of influence underpinning the development of art education: Expressionist, Scientific Rationalist and Reconstructivist; and Hickman's rationales for art education: Social Utility, Personal Growth and Visual Literacy, a tentative theory is proposed and hypotheses explored. Some teachers questioned revealed sadness at a perceived reduction in time for lessons devoted to self-expression, art history, cultures, critical evaluation, experimentation, imagination, risk taking, and creativity. Some teachers felt deeply that they and their subject is misunderstood, undervalued and under threat. Many were not comfortable with a role that was at variance with the one they had been trained for. Some teachers suggested their role was no longer concerned with developing children's individual talents but had become too design-based, too predictable, too linear, and too concerned with measurable outcomes and results. Capturing the words of 23 teachers in interviews and surveys contributes to the literature and provides teachers, policy makers and future researchers with vital insights into what an art teacher is and why they teach art, and how this is at variance with National Curriculum aims. These insights are vital because the present lack of consensus about such fundamental arguments has contributed to a devaluing of art in the curriculum to a point where the future of art in state-funded secondary schools is no longer guaranteed.

LIMA, Dalton Oscar Walbruni. Schiller, educação e o estado estético. 2014. 192f. – Tese (Doutorado) – Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2014. / Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2014-11-28T11:34:20Z No. of bitstreams: 1 2014_tese_dowlima.pdf: 1912086 bytes, checksum: 5e2ab928fc49e9220e0f3a600e7f2d93 (MD5) / Approved for entry into archive by Márcia Araújo(marcia_m_bezerra@yahoo.com.br) on 2014-11-28T15:13:06Z (GMT) No. of bitstreams: 1 2014_tese_dowlima.pdf: 1912086 bytes, checksum: 5e2ab928fc49e9220e0f3a600e7f2d93 (MD5) / Made available in DSpace on 2014-11-28T15:13:06Z (GMT). No. of bitstreams: 1 2014_tese_dowlima.pdf: 1912086 bytes, checksum: 5e2ab928fc49e9220e0f3a600e7f2d93 (MD5) Previous issue date: 2014 / The thesis aims to demonstrate the importance it attaches to Schiller aesthetic education as the foundation for human freedom. Schiller of the antagonism between the impulses, and through aesthetic education through theater, the man of a sensitive and rational nature, dialectically impulses will autoconhecendo, and that self-man reach a balance between the impulses developed historically by play drive that lead man to the Aesthetic State. The thesis is divided into five chapters. In the first chapter a study on the Titanism and Romanticism. In the second chapter of childbirth influences of Kant thought about Schillerian while overcoming the Kantian Schiller. In the third chapter the look of Hegel's aesthetics of Schiller. In the third chapter a study on the sensitive, rational and playful impulse and the Aesthetic State. In the fourth chapter a dramatic piece entitled Suicide Schiller on Century Media that is based confronting Schiller's aesthetic with contemporary art. Two players share the drama; Schiller and Industry of Death. The Industry of Death character created by Dalton Walbruni representing the "consumer culture" of today's society. / A tese tem como objetivo demonstrar a importância que Schiller atribui à educação estética como fundamento para a liberdade humana. Schiller parte do antagonismo entre os impulsos, e através da educação estética via teatro, o homem dotado de uma natureza sensível e racional, dialeticamente os impulsos vão se autoconhecendo, e nesse autoconhecimento, o homem atingirá o equilíbrio entre os impulsos desenvolvidos historicamente pelo impulso lúdico que conduzirá o homem ao Estado Estético. A tese divide-se em cinco capítulos. No primeiro capítulo, um estudo sobre o Titanismo e o Romantismo. No segundo capítulo parto das influências de Kant sobre o pensamento schilleriano e ao mesmo tempo a superação do pensamento kantiano por Schiller. No terceiro capítulo, o olhar de Hegel sobre a estética de Schiller. No terceiro capítulo, um estudo sobre o impulso sensível, racional e lúdico e o Estado Estético. No quarto capítulo, uma peça dramática cujo título O suicídio de Schiller no Século da Mídia que tem como fundamento confrontar a estética schilleriana com a arte contemporânea. Dois protagonistas dividem o drama: Schiller e a Indústria da Morte. A Indústria da Morte, personagem criado por Dalton Walbruni, representando a “cultura de consumo” da sociedade atual.

Centro Universitário Metodista IPA / A presente tese estuda a atuação educacional da missão indigenista metodista junto ao povo kanamari, avaliando suas características de relacionamento com a conjuntura atual de implementação de políticas públicas em educação indígena motivadas pelas características de estado democrático de direito instituídas na Constituição da República Federativa do Brasil promulgada em 1988. Esta análise é feita a partir da prática missionária educacional indigenista da igreja metodista junto ao povo kanamari. O estudo está dividido em cinco capítulos organizados em dois movimentos. É é feito a partir da historiografia narrativa. No primeiro movimento é apresentado os elementos introdutórios para compreensão do desenvolvimento da pesquisa e compreende os capítulos primeiro ao terceiro. Estes capítulos apresentam os elementos de existência dos sujeitos da pesquisa, dos elementos que instituem a relação entre si desde a perspectiva da educação indígena como política pública. O segundo movimento compreende os capítulos quarto e quinto que são mais analíticos das temáticas que atravessam as historicidades dos sujeitos históricos que interagem no contexto da constituição do estado democrático de direito brasileiro. Representam a parte mais analítica e conclusiva da pesquisa apontando elementos transversais que auxiliam na explicitação das condições de aproximação, distanciamento, parceria e crítica presentes nas experiências abordadas. / This dissertation studies the educational actions of the Methodist indigenous mission with the Kanamari people. The Kanamari's relationship characteristics are evaluated, taking into consideration the current state of affairs in which public policies regarding indigenous education, motivated by the characteristics of the democratic rule of law established in the Constitution of the Federal Republic of Brazil promulgated in 1988, are being implemented. This analysis is done through the Methodist Church's indigenous missionary educational practice with the Kanamari tribe. The study is divided into five chapters and organized into two movements. It is done through narrative historiography. In the first movement, comprised of chapters one to three, the introductory elements for understanding the development of the research are presented. These chapters represent elements of existence of the research subjects, of the elements that establish a relationship among themselves from the perspective of indigenous education as public policy. The second movement is made up of the fourth and fifth chapters, which are more analytical of the themes which cross the historicities of the historic subjects that interact in the context of the constitution of the Brazilian democratic rule of law. These chapters represent the most analytical and conclusive part of the research, pointing out transverse elements that aide in the expliciting of conditions of approximation, distancing, partnership and criticism present in the experiences dealt with.

Orientador: Maria Cristina Menezes / Tese (doutorado) - Universidade Estadual Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-13T15:29:15Z (GMT). No. of bitstreams: 1 Pinheiro_MariadeLourdes_D.pdf: 27768617 bytes, checksum: 441724f24a648c34de3d510f87d66dbc (MD5) Previous issue date: 2009 / Resumo: O presente trabalho buscou entender a educação paulista por uma ótica particular, ao considerar a trajetória e as interlocuções do educador João Toledo (1879-1941). Não se pautou, porém, por uma biografia propriamente dita, mas procurou, no período selecionado, privilegiar o percurso de vida e a formação deste educador quando formando da segunda turma da Escola Complementar de Itapetininga, em 1900, abrangendo a trajetória profissional e produção intelectual do mesmo até 1939, quando escreveu "São Paulo", sua última publicação. Os cargos importantes que ocupou, bem como a presença pública através de artigos em revistas e livros, discursos e conferências proferidos, levaram-no a destacar-se no cenário educacional da época, sobretudo nas décadas de vinte e trinta. Entretanto, o seu nome não consta da plataforma dos educadores do período nos escritos da história da educação brasileira, tendo sido obscurecido diante da ênfase dada aos embates educacionais que envolveram católicos e liberais naquele momento. Ao se buscar ampliar a visão sobre tais embates, foi possível resgatar da sombra e lançar à luz um educador que defendeu uma proposta de educação pautada na pedagogia como "arte de ensinar" e em modelos de lição. O desenvolvimento deste trabalho esteve articulado ao projeto "Preservação do patrimônio histórico institucional: Escola Estadual Carlos Gomes de Campinas", coordenado pela Profa. Dra. Maria Cristina Menezes e financiado pela FAPESP. / Abstract: The present work aimed at understanding the State of São Paulo education under a private optics, when considering educator João Toledo's path and dialogues (1879-1941). It was not ruled, however, by a biography as so, but it sought, in the selected period, to privilege the life course and this educator's education when graduate of the second students group of the Escola Complementar de Itapetininga, in 1900, including his professional path and intellectual production up to 1939, when he wrote "São Paulo", his last publication. The important positions he occupied, as well as the public presence through essays in magazines and books, speeches andconferences uttered, took him to be highlighted in the education scenery of those days, above all in the decades of twenty and thirty. However, his name does not consist of the educators' platform of that period, in the writings of the Brazilian education history, having been darkened before the emphasis given to the education collisions that involved catholic and liberal citizens on that moment. In looking for enlarging the vision over such collisions, it was possible to rescue from the shadows and to throw to the light, an educator that defended an education proposal ruled in pedagogy as "the art of teaching" and in lesson models. The development of this work was articulated to the project "Preservation of the institutional historic assets: Escola Estadual Carlos Gomes de Campinas", coordinated by Prof. Maria Cristina Menezes, Ph.D., and financed by FAPESP. / Doutorado / Historia, Filosofia e Educação / Doutor em Educação

Orientador: Yara Kulaif / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Geociencias / Made available in DSpace on 2018-08-14T09:03:12Z (GMT). No. of bitstreams: 1 Santos_Cleziodos_D.pdf: 5080733 bytes, checksum: 78d5e60f6a84597e0c5709552ca59e74 (MD5) Previous issue date: 2009 / Resumo: A área de cartografia é entendida como os saberes básicos da representação gráfica do espaço utilizada para produzir o conhecimento cartográfico e vem sendo ministrada como disciplinas curriculares nos cursos de Geografia no Brasil. A pesquisa procura responder a seguinte questão: Qual a relevância da Cartografia para a formação e utilização dos profissionais de Geografia? A problemática apontada acima, norteou nossa pesquisa e nosso objetivo geral de realizar uma análise de como os saberes cartográficos são efetivados na atualidade no ensino superior de Geografia no estado de São Paulo. Os objetivos específicos são: caracterizar a relação entre o saber cartográfico no ensino superior de Geografia e no ensino básico de Geografia; analisar criticamente os conteúdos de cartografia que são ensinados nos cursos superiores em geografia; analisar em que medida a formação profissional em Geografia influencia no seu modo de ver e trabalhar com os saberes cartográficos no ensino de Geografia; e identificar a necessidade e a existência de novas temáticas cartográficas que devam estar presentes no ensino superior de Geografia. As instituições escolhidas para a pesquisa são as três universidades estaduais públicas e seus cursos de Geografia: Universidade de São Paulo (USP), no município de São Paulo, a Universidade Estadual de Campinas (UNICAMP), no município de Campinas e a Universidade Estadual Paulista "Júlio de Mesquita Filho" (UNESP), nos municípios de Rio Claro, Presidente Prudente e Ourinhos, totalizando em 2006-2008, dezesseis professores. A pesquisa foi estruturada em quatro capítulos. No primeiro capítulo, "O Entendimento da Cartografia na Atualidade e sua relação com a Geografia" procuramos situar a Cartografia enquanto área de conhecimento e sua relação com a Geografia, tecendo aproximações entre os dois campos de conhecimento segundo o desenvolvimento do pensamento de cada área. No segundo capítulo "Cartografia e Formação do profissional de Geografia", apresentamos uma discussão relacionada à presença da cartografia como componente curricular nos cursos de licenciatura e bacharelado em Geografia e contextualizando essa presença com a necessidade de colaborar com a formação reflexiva dos profissionais de Geografia. O terceiro capítulo, "Os Saberes Cartográficos na Construção de uma Educação Cartográfica" enfoca as características dos saberes cartográficos no ensino superior e no ensino básico e contextualiza a transposição didática necessária para a efetivação desses saberes para a nossa sociedade. O quarto e último capítulo, "O Docente de Cartografia no Ensino superior e a Efetivação da Educação Cartográfica", discute com base nas entrevistas com os docentes e no referencial bibliográfico o papel do docente de cartografia na formação dos profissionais de Geografia na atualidade e a relevância da efetivação da Educação Cartográfica. Apresenta ainda um programa de cartografia introdutória para o ensino superior. A pesquisa colabora para o entendimento da produção do saber cartográfico no ensino superior de geografia e dessa maneira contribuir para a educação cartográfica como conhecimento espacial relevante para a formação do cidadão em nossa sociedade. / Abstract: The area of mapping is understood as the basic knowledge of graphic representation of space used to produce the cartographic knowledge and has been taught as subjects in the curricula of geography courses in Brazil. The research looks for to answer the following question: What is the relevance of cartography to the training of professionals and use of geography? The problems identified above, guided our research and our goal to conduct a general analysis of how the knowledge map are effective in the current higher education of geography in the state of São Paulo. The specific objectives are: to characterize the relation enters cartographic knowing in the superior education of Geography and the basic education of Geography; to critically analyze the cartography contents that are taught in the superior courses in Geography; to analyze where measured the professional formation in Geography influence in its way to see and to work knowing with them cartographic in the education of Geography; e to identify to the thematic new necessity and the existence of cartographic that must be gifts in the superior education of Geography. The institutions chosen for the research are the three public state universities and their courses in geography: Universidade de São Paulo (USP) in São Paulo, Universidade Estadual de Campinas (UNICAMP), in the city of Campinas and Universidade Estadual Paulista "Júlio de Mesquita Filho (UNESP), in the municipalities of Rio Claro, Presidente Prudente and Ourinhos, totaling in 2006-2008, sixteen teachers. The research was structured in four chapters. In the first chapter, "The Understanding of Cartography in the News and its relation to geography" while looking at the mapping area of knowledge and its relation to geography, weaving between the two approaches fields of knowledge in the development of thinking in each area. In the second chapter "Cartography and the professional training of geography," present a discussion related to the presence of the mapping component of undergraduate courses in curriculum and BA in Geography and contextualizing its presence with the need to collaborate with the training of professionals reflective of Geography. The third chapter, "The Cartographic Knowledge in Building a Cartographic Education" focuses on the characteristics of cartographic knowledge in higher education and basic education and contextualizes the didactic transposition needed to accomplish these skills to our society. The fourth and final chapter, "The Teaching of Cartography in the education and realization of Cartographic Education," discussed based on interviews with teachers and bibliographic references in the role of teachers in mapping training of Geography in actuality and relevance of effective Cartographic Education. It also presents a program of mapping introductory to higher education. The research contributes to understanding the production of cartographic knowledge of geography in higher education and thus contributes to the education space mapping as knowledge relevant to the training of citizens in our society. / Doutorado / Doutor em Ciências

Orientador: Roxane Helena Rodrigues Rojo / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-25T18:49:38Z (GMT). No. of bitstreams: 1 Litron_FernandaFelix_D.pdf: 5951063 bytes, checksum: 46280d595e3b30175ad2831b6ee932d7 (MD5) Previous issue date: 2014 / Resumo: No ano de 2008, a Secretaria de Estado da Educação de São Paulo propôs uma reforma pedagógica a ser implantada de forma imediata em todas as escolas da rede pública estadual. Tal reforma apresentava um novo currículo para as disciplinas do Ensino Fundamental e Médio, conhecido como Proposta Curricular do Estado de São Paulo (PCESP). Esta é apoiada e subsidiada por outros materiais pedagógicos publicados concomitantemente à sua implantação, tais como: documentos de apoio aos diretores e coordenadores para que estes se tornem "líderes" na implantação do currículo; cadernos bimestrais de orientação para o professor, bem como vídeos e cursos de apoio sobre a fundamentação teórica de sua disciplina; e, finalmente, cadernos bimestrais para o aluno executar tarefas segundo o caderno do professor. Nossa pesquisa analisa tal currículo da rede pública de ensino do Estado de São Paulo (2008), examinando mais atentamente a proposta para a disciplina de Língua Portuguesa no Ensino Médio, tendo como base, para isso, os conceitos de currículo e reforma, de Lessard (2008), Pacheco (2003) e Silva (1999), a abordagem da história das disciplinas escolares (cf. CHERVEL, 1990) e especificamente da disciplina de Português no Ensino Médio, e relaciona tal proposta curricular aos demais documentos referenciais brasileiros (BRASIL, 1999, 2002, 2006). A partir da perspectiva metodológica, em Linguística Aplicada, de análise documental de caráter interpretativista, esta pesquisa descreve e analisa, além do documento curricular, os materiais complementares desse currículo, intitulados Cadernos do Professor, que se apresentam como recomendações didáticas ao professor e atividades prescritas aos alunos, elaboradas especificamente para a realização do currículo em sala de aula. Por meio de nosso mapeamento e descrição, pudemos comprovar que a Proposta Curricular se apresentou como um currículo centralista, que tende ao modelo racional técnico e é caracterizado pela presença de consultores externos que delegam ao professor a tarefa da aplicação de um modelo pronto. Ainda, os Cadernos do Professor tomam o lugar da implementação do currículo pelo professor no contexto da prática, já que as orientações metodológicas presentes nesse documento preveem todos os passos que ele deverá seguir. Nossos resultados também apontam para as diferentes "camadas sucessivas" constituintes das disciplinas escolares como produto da história, sobrepostas nos objetos de ensino prescritos pelo currículo paulista, por meio da seleção e organização de conteúdos, das nomenclaturas criadas para eixos e categorias e pelos tipos de atividades propostas pelo Caderno do Professor. Tais elementos chegam a gerar conflitos epistemológicos entre teorias vigentes no ensino de Português dos anos 1970, 80 e 90 presentes nos Cadernos e ainda, de métodos e terminologias que remontam a tradição e origem desse ensino no século XIX / Abstract: In the year 2008, the São Paulo State Department of Education has proposed a pedagogical reform to be implemented effective immediately in all public schools. Such reform presented a new curriculum for the subjects of elementary and secondary education, known as Curricular Proposal of São Paulo State. The curricular proposal was backed and subsidized by other teaching materials, published concurrently with its implementation, such as: supporting documents to directors and coordinators so that they become "leaders" in the implementation of the curriculum; bimonthly notebooks for the teacher, as well as support courses and videos about the theoretical foundation of their discipline; and, finally, bimonthly notebooks for the student to perform tasks according to the teacher's notebook. Our research analyzes the public school curriculum of São Paulo State (2008) by examining the proposal for the discipline of the Portuguese language in high schools more closely, taking as a basis the concepts of curriculum and reform by Lessard (2008), Pacheco (2003) and Silva (1999), the approach of the History of School Subjects (CHERVEL, 1990), more specifically the Portuguese course in high schools, and the relationship of such curriculum proposal with other Brazilian reference documents (BRASIL, 1999, 2002, 2006). From the methodological perspective, in Applied Linguistics, of documentary analysis and interpretive character, this research describes and analyses, in addition to the curriculum document, complementary materials of this curriculum, entitled The Teacher¿s Notebooks, which are portrayed as didactic recommendations to the teacher and prescribed activities to the students, specifically detailed for the curriculum implementation in the classroom. Through our mapping and description, we confirmed that the Curricular Proposal can be presented as a centralized curriculum, which tends to the technical rational model and it is characterized by the presence of external consultants who delegate the teacher the task of applying a finished model. And, the Teacher¿s Notebooks take the place of the curriculum implementation by the teacher in the context of practice, since the methodological guidelines contained in this document provide all the steps he must follow. Our results also point to different "layers" which constitute school subjects as a product of History. These layers are overlapped in the educational objects prescribed by the São Paulo curriculum, through the selection and organization of the contents, the denomination created to axes and categories and, finally, through the types of activities proposed by the Teacher¿s Notebook. Such elements can generate epistemological conflicts between prevailing theories in the teaching of Portuguese language from the 1970s, 80s and 90s presented in the Notebooks, and also, from methods e terminologies which go back to the tradition of this teaching originated in the nineteenth century / Doutorado / Lingua Materna / Doutora em Lingüística Aplicada

The topic of the thesis is education of children in COVID 19 period from the point of view of Roma mother. In the theoretical part the author presents the history of Roma population in Czech republic and their cultural specifics. Special focus is given to education. Practical part then focuses on analysis of interviews and observations of Roma mothers. Focus will be given to their perception of online education of their children including evaluation of what possible support was offered to them by the state and what obstacles they met in online education.

The study is a two-part study that utilized the comparative method of content analysis and Policy Analysis of legal documents. Part one of the study compared special education policy documents of two systems; the Lagos State Special People’s Law and its Inclusive Education Policy to the United States’ Individuals with Disabilities Education Act (IDEA, 2004) to figure out how they compare for the sole purpose of mutual improvement and global competitiveness. Part two of the study is the policy analysis of the Lagos State policies that utilized the results and recommendations from the comparative document analysis (part one). This section of the study focused mainly on how the Lagos State special education documents could be improved using the IDEA of the United States as a model. It also offered alternatives that could be explored as well as recommendations that policymakers in Lagos State could use in order to improve the life outcomes of all children with disabilities in the State. The study addressed explicitly how the United States special education policies could inform the Lagos state policies and vice versa. The overarching purpose of the study was for mutual improvement that could influence special education policy revisions of both systems by respective stakeholders. The study concluded that there is a need for a special education-specific law in Lagos state that will be comparable to the IDEA of the United States so that children with disabilities in the state could become fully integrated into the system and be able to achieve their highest potentials. The study also offers directions for future research. / Special Education

Thesis (Ph. D.)--University of Chicago, Dept. of Political Science, August, 2000. / Includes bibliographical references. Also available on the Internet.