The English Public Boarding School is considered from a sociological perspective, and more particularly in the context of research in the field of complex organizations, as a residential organization. Concepts are used which have been developed in studies of other residential organizations such as military units, hospitals and prisons. The account is of an exploratory, descriptive case study of 'the research school', using a variant on the method of participant observation as the principal technique of data collection supplemented with data collected during visits to certain other public schools and an examination of published and unpublished documents by staff and past pupils. The size of these schools and their residential nature, which involves them in the custody of their pupils, give rise to certain specific organizational problems to which similar solutions have been devised by most of the schools. Certain aspects of the social process in the education provided by the schools are indicated in the examination of their admission procedures, processes of socialization on entry and the concomitants of organizational membership, of the agents and means of social control, together with a discussion both of the boys' perception of relative gratifications and deprivations with respect to various reference groups both within and without the school system and of the boys' different modes of adaptation to life in the socio-cultural context of the school. These schools belong to that category of complex organization which in addition to working through and with people work on them. The role of the school in socializing the boy and regulating his behaviour while a member of the school is emphasized, as education in the public boarding school is as much the attempt to socialize its pupils as to enable them to pass formal examinations or otherwise achieve academic ends, and it is with this former aspect of the schools that this account is primarily concerned. The schools' combined custodial and educational commitments make the maintenance of social order within them of fundamental significance. By anticipatory socialization in the home and at 'preparatory' school, and by their recruitment selection and admission procedures, by a formal system of control exercised partly through the prefect system, by the privilege system and certain ritualistic activities and ritualistic symbolization, the staff combine a high degree of organizational control with high scope and pervasiveness. During term a boy is engaged almost exclusively in activities involving other members of his school and organizational status embraces his life to an extent which is approached by few other types of organization in English society. Aspects of life at these schools are described which involve the pupils experiencing, rather than a sense of relative gratification, one of relative deprivation. The extent to which a particular boy experiences this is discussed in terms of disparities between his presenting culture on entry and the way of life associated with organizational membership, and in terms of his expectations and of the mode of adaptation and constellations of reference groups he has adopted at the time. The boys' responses to life in the socio-cultural context of the public boarding school are presented within the framework of a revised form of Merton's Typology of Individual Adaptation, and discussed in relation to the availability of the various modes of adaptation and to some of the determinants of their adoption by particular boys at certain stages of their school careers.

The thesis analyses data from both qualitative and quantitative research on the positives and negatives of field education with tablets. An indispensable part is an assessment of the premise that education with tablets affects the attitudes of pupils to geography (whether positively or negatively) and to natural sciences in general. The thesis further summarises important ideas of students and teachers in primary and secondary schools. The conclusion evaluates whether the current emphasis of the media on the inclusion of tablets into education is justified.

PAIVA, Isadora Barreto. A pedagogia radical sobre as bases da teoria crítica da escola de Frankfurt: uma análise a partir da ontologia marxiano-lukácsiana. 2013. 99f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2013. / Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2014-02-28T12:40:54Z No. of bitstreams: 1 2013-DIS-IBPAIVA.pdf: 453873 bytes, checksum: 3e5bc8ed1d7e42e6f74375680c3cd65d (MD5) / Approved for entry into archive by Márcia Araújo(marcia_m_bezerra@yahoo.com.br) on 2014-02-28T13:52:15Z (GMT) No. of bitstreams: 1 2013-DIS-IBPAIVA.pdf: 453873 bytes, checksum: 3e5bc8ed1d7e42e6f74375680c3cd65d (MD5) / Made available in DSpace on 2014-02-28T13:52:15Z (GMT). No. of bitstreams: 1 2013-DIS-IBPAIVA.pdf: 453873 bytes, checksum: 3e5bc8ed1d7e42e6f74375680c3cd65d (MD5) Previous issue date: 2013 / The present dissertative work concerns in a research that has an onto-historical foundation, which bases itself on the marxian-lukacsian ontology towards to an analysis of the movement of reality. The central objective is to make a study about the presuppositions of the critical or radical pedagogy, outlining, moreover, a parallel between this pedagogical theory, of a revisionist character, and the marxist theory, claimed by us. In order to reach this, it was chosen, respectively, works of the authors: Henry Giroux (1983 and 1997) and Peter McLaren (1997), and, at the other side, Karl Marx (2000, 2004, 2010), Marx and Engels (1999a and 1999b) Luckács (1981), Mészáros (2000), Tonet (2001, 2002, 2007), Rabelo (2005), and others. At the first chapter, there is a historical summary which concerns to the evolution of Frankfurt School, that will after contribute with the development of the critical or radical pedagogy. There is also an introductory exposition about the main presupposition of the Frankfurt School’s critical theory, from the exponents: Freitag (1988) and Matos (1993), as bases to access the works of the authors of the referred pedagogy. At the second chapter, an immanent exposition related to the pedagogy proposed by Giroux and McLaren is developed. At the third chapter, there is a general exposition of the marxian-lukacsian theoretical referential, which understands the labor as the social being basis, allowing the progress of the education complex as a labor act deployment, but keeping a relative autonomy in face to it. After this, is outlined a parallel between the radical or critical pedagogy and the educational presuppositions based on the marxian-lukacsian ontology, with the intention of uncovering the existent differences between this pedagogy and the presuppositions of the marxian-lukacsian ontology. / O presente trabalho dissertativo concerne em uma pesquisa de fundamento onto-histórico, que se pauta na ontologia marxiano-luckácsiana para análise do movimento do real. O objetivo central é realizar um estudo acerca dos pressupostos da chamada pedagogia crítica ou pedagogia radical, traçando, ademais, um paralelo entre tal teoria pedagógica, de caráter revisionista, e a teoria marxista, aqui reivindicada. Para tanto, foram elencados, respectivamente, escritos de Henry Giroux (1983 e 1997) e Peter McLaren (1997), e, no outro posto, Karl Marx (2000, 2004, 2010), Marx e Engels (1999a e 1999b) Luckács (1981), Mészáros (2000), Tonet (2001, 2002, 2007), Rabelo (2005), entre outros. No primeiro capítulo, encontra-se um apanhado histórico atinente ao desenvolvimento da Escola de Frankfurt, que, adiante, dará sua parcela de contribuição para o desenvolvimento da pedagogia crítica ou pedagogia radical. Há, ainda, uma exposição introdutória acerca dos principais pressupostos da teoria crítica da Escola de Frankfurt, a partir de intérpretes: Freitag (1988) e Matos (1993), como base para adentrarmos nos escritos dos autores da referida pedagogia. No segundo capítulo, é realizada uma exposição imanente relativa à pedagogia proposta por Giroux e McLaren. No terceiro capítulo, tem-se uma exposição geral do referencial teórico marxiano-luckácsiano, que compreende o trabalho como fundamento do ser social, chegando-se até o complexo da educação enquanto desdobramento do ato de trabalho, mas que guarda uma autonomia relativa perante ele. A seguir, traça-se um paralelo entre a pedagogia radical ou crítica e os pressupostos educacionais fundamentados na ontologia marxiano-luckásiana, com o propósito de pôr à luz as diferenciações existentes entre a referida pedagogia e os pressupostos da ontologia marxiano-lukácsiana.

FundaÃÃo Cearense de Apoio ao Desenvolvimento Cientifico e TecnolÃgico / O presente trabalho dissertativo concerne em uma pesquisa de fundamento onto-histÃrico, que se pauta na ontologia marxiano-luckÃcsiana para anÃlise do movimento do real. O objetivo central à realizar um estudo acerca dos pressupostos da chamada pedagogia crÃtica ou pedagogia radical, traÃando, ademais, um paralelo entre tal teoria pedagÃgica, de carÃter revisionista, e a teoria marxista, aqui reivindicada. Para tanto, foram elencados, respectivamente, escritos de Henry Giroux (1983 e 1997) e Peter McLaren (1997), e, no outro posto, Karl Marx (2000, 2004, 2010), Marx e Engels (1999a e 1999b) LuckÃcs (1981), MÃszÃros (2000), Tonet (2001, 2002, 2007), Rabelo (2005), entre outros. No primeiro capÃtulo, encontra-se um apanhado histÃrico atinente ao desenvolvimento da Escola de Frankfurt, que, adiante, darà sua parcela de contribuiÃÃo para o desenvolvimento da pedagogia crÃtica ou pedagogia radical. HÃ, ainda, uma exposiÃÃo introdutÃria acerca dos principais pressupostos da teoria crÃtica da Escola de Frankfurt, a partir de intÃrpretes: Freitag (1988) e Matos (1993), como base para adentrarmos nos escritos dos autores da referida pedagogia. No segundo capÃtulo, à realizada uma exposiÃÃo imanente relativa à pedagogia proposta por Giroux e McLaren. No terceiro capÃtulo, tem-se uma exposiÃÃo geral do referencial teÃrico marxiano-luckÃcsiano, que compreende o trabalho como fundamento do ser social, chegando-se atà o complexo da educaÃÃo enquanto desdobramento do ato de trabalho, mas que guarda uma autonomia relativa perante ele. A seguir, traÃa-se um paralelo entre a pedagogia radical ou crÃtica e os pressupostos educacionais fundamentados na ontologia marxiano-luckÃsiana, com o propÃsito de pÃr à luz as diferenciaÃÃes existentes entre a referida pedagogia e os pressupostos da ontologia marxiano-lukÃcsiana. / The present dissertative work concerns in a research that has an onto-historical foundation, which bases itself on the marxian-lukacsian ontology towards to an analysis of the movement of reality. The central objective is to make a study about the presuppositions of the critical or radical pedagogy, outlining, moreover, a parallel between this pedagogical theory, of a revisionist character, and the marxist theory, claimed by us. In order to reach this, it was chosen, respectively, works of the authors: Henry Giroux (1983 and 1997) and Peter McLaren (1997), and, at the other side, Karl Marx (2000, 2004, 2010), Marx and Engels (1999a and 1999b) LuckÃcs (1981), MÃszÃros (2000), Tonet (2001, 2002, 2007), Rabelo (2005), and others. At the first chapter, there is a historical summary which concerns to the evolution of Frankfurt School, that will after contribute with the development of the critical or radical pedagogy. There is also an introductory exposition about the main presupposition of the Frankfurt Schoolâs critical theory, from the exponents: Freitag (1988) and Matos (1993), as bases to access the works of the authors of the referred pedagogy. At the second chapter, an immanent exposition related to the pedagogy proposed by Giroux and McLaren is developed. At the third chapter, there is a general exposition of the marxian-lukacsian theoretical referential, which understands the labor as the social being basis, allowing the progress of the education complex as a labor act deployment, but keeping a relative autonomy in face to it. After this, is outlined a parallel between the radical or critical pedagogy and the educational presuppositions based on the marxian-lukacsian ontology, with the intention of uncovering the existent differences between this pedagogy and the presuppositions of the marxian-lukacsian ontology.

The location of Černá louka is situated between the city-centre of Moravská Ostrava and an area of Slezská Ostrava next to the confluence of two rivers – Ostravice and Lučina. The development at the building site of Černá louka is a result from an international competition 2010, which winner was the project Culture Meadow from studio Maxwan. The main idea of the project is to concentrate cultural and educational buildings around a culture meadow. This design has been used as a default situation for the master´s thesis. The complex of schools is situated at the parcel of existing Miniuni-site between cultural cluster Černá louka and the residential quarter Nová Karolina. The volume of the school with its front-spaces reacts to the surrounding structures. In the middle of the complex arises a half-public open space, where are located the internal entrances. Because of the placing of the school next to the city-centre the multifunctional pitch is situated on the roof of the gym. The design of the school respects principles of the age differentiation just as the horizontal integration. That´s why the substance makes up a symbiosis of 5 parts - common space, gym, first and second level, gymnasium. These parts are connected together and at the same time enable to use individual parts separately. The building of kindergarten with its garden is separated from the school because of differential needs of the smallest children.