Made available in DSpace on 2016-12-08T16:35:07Z (GMT). No. of bitstreams: 1 118693.pdf: 1239984 bytes, checksum: c06f437f15d3c1bbc60cfd667509ed20 (MD5) Previous issue date: 2014-06-09 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research aims at understanding the movement of ideas about the pedagogical renewal of the Brazilian Secondary Education between 1956 and 1961. It is based on three different scientific journals: the Brazilian Magazine of Pedagogical Studies, published by the National Institute of Pedagogical Studies; the newsletter of the Brazilian Center for Educational Researches, Education and Social Science; and the Secondary School Magazine, developed by the Campaign of Improvement and Diffusion of the Secondary Education. At first, we investigated the ideas that used to circulate in the three scientific journals concerning the pedagogical renewal of the Brazilian secondary education in order to identify the proposals on the pedagogical renewal for this teaching level from the movement of ideas that the editors used to publish. We also compared the different foreign experiences published by the journals, approximating them and distinguishing them from the Brazilian Secondary Education. This teaching level was characterized, in the researched period, by the private perspective from the catholic conservatives and by the authoritarian and nationalized viewpoint of the Organic Law of the Secondary Education, enacted in 1942. In this sense, the intellectuals on education, who supported the public school and prioritized the pedagogical renewal in the secondary education, used to polemize, in the articles, the discussions related to the Lei de Diretrizes e Bases da Educação Nacional (LDB) the law that regulates education in Brazil passed in 1961. This law designed the elementary and secondary education and played an import role on the solution of the antagonism between the defenders of public school and the defenders of the private education. This research is set in the History of Education field and Cultural History field and it uses the analysis of documents. Moreover, it is based on the studies carried out by Pierre Bourdieu about the field concept and on the studies of Roger Chartier about the nations of production, circulation and appropriation. The analysis of the empirical corpus allowed us to check the considerations, observations and reflections concerning the problems and impasses that the Brazilian secondary education experiences, mainly due to the disordered expansion of the popular and medium classes. The three organs responsible for the journals were connected to MEC, in partnership with UNESCO, showing the same interest in modernizing the Brazilian education, changing it into a scientific and technical education. The authors were concerned with the role of the secondary education in the life of the Brazilian young people, who enrolled in this program in order to ascend socially and to adjust themselves to the demands of the society that, at that time, was getting industrialized and developing economically. The education should be, according to the authors point of view, geared toward the practical life, it should be active and creative as well. Besides, it should consider students skills, possibilities and limitations. These principles were considered part of the escolanovista (new school) and were applied to the rehearsal of new pedagogical practices of the Experimental Secondary Classes. / Esta pesquisa tem por objetivo compreender a circulação de ideias sobre a renovação pedagógica do ensino secundário brasileiro, entre os anos de 1956 a 1961, em três periódicos científicos: na Revista Brasileira de Estudos Pedagógicos, publicação do Instituto Nacional de Estudos Pedagógicos; no boletim do Centro Brasileiro de Pesquisas Educacionais, Educação e Ciências Sociais; e na revista Escola Secundária, criada pela Campanha de Aperfeiçoamento e Difusão do Ensino Secundário. Realiza-se, nos três periódicos científicos, a leitura das ideias que circulavam sobre a renovação pedagógica do ensino secundário brasileiro, buscando diagnosticar e identificar as propostas de renovação pedagógica para este nível de ensino, a partir da circulação de ideias que os editores divulgavam, além de cotejar as diferentes experiências estrangeiras publicadas nos periódicos, aproximando-as e diferenciando-as do ensino secundário brasileiro. Este nível de ensino estava marcado, no período pesquisado, pela perspectiva privatista dos conservadores católicos e pela ótica autoritária e nacionalizada da Lei Orgânica do Ensino Secundário, decretada em 1942. Para tanto, os intelectuais da educação que defendiam a escola pública e primavam pela renovação pedagógica no ensino secundário, polemizavam, nos artigos, as discussões sobre a Lei de Diretrizes e Bases da Educação Nacional, aprovada em 1961, que estruturou o ensino primário e médio e exerceu papel de solução do antagonismo entre os defensores da escola pública e os do ensino particular. A pesquisa se insere no campo da História da Educação e da História Cultural, utiliza-se da análise documental e ampara-se nos estudos de Pierre Bourdieu acerca do conceito de campo e de Roger Chartier sobre as noções de produção, circulação e apropriação. A análise do corpus empírico permitiu verificar as considerações, observações e reflexões acerca dos problemas e dos impasses que o ensino secundário brasileiro vivenciava em virtude, principalmente, da expansão desordenada às classes populares e médias. Os três órgãos responsáveis pelos periódicos eram vinculados ao MEC, em parceria com a UNESCO, e manifestavam o mesmo interesse em modernizar a educação brasileira, tornando-a científica e técnica. Os autores se preocupavam com o papel do ensino secundário na vida dos jovens brasileiros que o procuravam para ascender socialmente e ajustarem-se as exigências da sociedade que se industrializava e se desenvolvia economicamente. O ensino deveria ser, na visão dos autores, voltado para a vida prática, ser ativo e criativo, considerar as aptidões, possibilidades e limitações dos alunos, princípios estes de cunho escolanovista e aplicados no ensaio de práticas pedagógicas renovadoras das Classes Secundárias Experimentais.

De nos jours, alors que les enfants n’ont jamais été autant scolarisés, les manquements à l’obligation scolaire sont érigés en problème public. Pour en comprendre les enjeux, nous avons tout d’abord retracé l’histoire de la construction de ce problème public depuis les lois Ferry qui introduisent l’obligation d’instruction. Quel regard portait-on alors sur les enfants « absentéistes » ? L’examen des lois, des orientations politiques et institutionnelles montre que les absents de l’école sont, durant plusieurs décennies, plutôt associés à une enfance victime, les rendant ainsi susceptibles d’être protégés. En revanche, depuis les années 1990, ils sont davantage considérés comme une fraction de l’enfance perturbatrice et une menace pour la sécurité civile, impliquant la nécessité de mieux les repérer et de les surveiller. À partir de ces bases sociohistoriques, cette thèse présente les résultats d’enquêtes ethnographiques, consistant à cerner les répercussions des injonctions politiques sur les pratiques de quatre groupes professionnels : conseillers principaux d’éducation (CPE), surveillants, assistantes sociales scolaires et éducateurs de prévention spécialisée. Les métiers traditionnels (CPE, assistant social scolaire, surveillant) voient leurs missions aspirées par le traitement des manquements à l’obligation scolaire. Sous l’effet de la complexification des organisations du travail, le collège se fait de plus en plus gestionnaire. Les CPE organisent et planifient le contrôle de masse des absences au sein des établissements tout en repérant les « absences à risque ». Les surveillants, quant à eux, endossent plusieurs rôles : maintien de l’ordre, éducation et protection. Ils développent des compétences dans ces trois domaines pour prendre en charge les « absentéistes », y compris ceux qui sont considérés comme étant « en danger ». Les assistantes sociales scolaires relevant de l’Inspection académique font évoluer leur philosophie d’intervention initiale pour jouer un nouveau rôle institutionnel : celui du rappel à loi des parents et des enfants qui n’auraient pas respecté l’obligation. Dans ce paysage en mouvement arrivent de nouveaux intervenants qui relèvent de la Protection de l’enfance. C’est le cas des éducateurs de rue. Ces derniers dérogent à quelques-uns de leurs principes d’action pour collaborer avec les acteurs de l’école, en tentant de maintenir pour certains enfants des scolarités acceptables, même si elles demeurent irrégulières.En conclusion, la thèse montre que la rencontre entre l’Éducation nationale et la Protection de l’enfance, si elle est nécessaire, reste problématique. / Although more children than ever benefit from schooling today, truancy has become a public problem. To understand the stakes, first we have traced the history of the construction of this public problem, beginning with the Jules Ferry laws introducing mandatory schooling in France in the late nineteenth century. How were truant children perceived at that time? A study of the laws and of the political and institutional directives shows that over the course of several decades, truant children are seen as victims apt to be protected. However, beginning in the 1990s, they are instead perceived as destabilizing elements, as threats to civil society who must be carefully identified and monitored. Given this sociohistorical context, the present thesis presents the results of ethnographic investigation geared toward identifying the consequences of political injunctions on the practices of four professional groups (Principal Educational Advisors, referred to as conseillers principaux d’éducation or CPE; monitors, school social workers and street educators). The traditional professions (CPE, school social workers, and monitors) are seeing their missions subsumed by truancy cases. As the organization of work becomes increasingly complex, middle school establishments become increasingly managerial. CPE structures organize massive verification efforts among member establishments in an attempt to identify cases representing risk. Monitors juggle several roles, ranging from maintaining general order to education and protection. They develop skills in each of these three areas in order to follow up on student absences, including cases involving at-risk children. School social workers take on a new role in which they formally call to order parents and children who fail to respect the law in terms of compulsory schooling. In this moving landscape, new actors are appearing, such as so-called street educators (éducateurs de rue) who collaborate with school officials to try to assure acceptable levels of schooling for certain children, even if only on an exceptional and irregular basis. In conclusion, this thesis demonstrates that the encounter between the French Ministry of Education and the French Agency for Child Protective Services, remains problematic even if it is necessary.

This thesis is focused on evaluation of the education of social workers in social services who work with patients who suffer the Alzheimer's disease. It is concretely about workers who do the direct service care within the special regime homes in Plzeň Region. The thesis consists of the theoretical and empiric parts. The theoretical part includes the description, symptoms and phases of the disease. It talks about forms and availability of those services for specific needs of people with dementia in Plzeň Region. The important chapter is concentrated on education of social workers with relation to the legislative area of education, its planning and realization, the training courses for the social workers with the direct care. The empiric part evaluates the training courses for the social workers and the way which are selected. For finding of the answers was used questionnaire rating, the aim was to evaluate the training courses from the point of view of social workers. How are these courses chosen was discussed with executives in the form of a semi-structured interview. These executives coordinate the education of social workers in these special regime homes. The research took place in 10 deliberately selected special regime homes. The conclusion of this research indicates that social workers...

Although there are many studies of the results of non-promotion, few sociometric studies have been made which show that the over-age child is not accepted by his younger classmates. What happens, then, when a child is older than his age group? What are the effects on the social status of the overage child? The purpose of this paper, therefore, is to investigate the social acceptance status of the over-age child in a sixth grade classroom. / Typescript. / "A Paper." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / "August, 1957." / Advisor: Sarah Lou Hammond, Professor Directing Paper. / Includes bibliographical references.

The need for successful grouping of children in the primary school has been personally felt by the writer of this paper many times in her own classroom. In the years that have passed, some groups have seemed to progress quite satisfactorily in total development, while others have seemed disappointingly slow. Some groups have worked in almost perfect harmony while others have been in conflict. What dynamics were at work that contributed to successful grouping? What forces had retarded desirable growth? Much has been written recently about successful grouping of children. Enlightening evidences of good grouping practices have been reported. While some actual research studies have been conducted, most of the literature sampled reported opinions or individual suggestions for practice. The plan for this paper is to summarize the literature reviewed in the light of grouping according to the needs of children. / "A Paper." / Typescript. / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: W. Edwards, Professor Directing Paper. / Includes bibliographical references.

Children growing up in the environment of social exclusion acquire values and habits which weaken and aggravate their integration into the school environment. The lack of success of such children at school is followed by limited educational and professional aspirations which reduce possibilities of their social integration. The governmental conception of social integration and involved experts consider the area of education crucial for prevention of social exclusion transfer from generation to generation. The actors involved in the process of education of socially excluded children are NGOs which provide social services supporting and strengthening educational and professional aspirations. The thesis focuses on the influence of schools on educational - professional aspirations of socially excluded children. The coordination of activities and cooperation of one particular NGO, schools and local authorities in the area of education and their involvement in strengthening of educational - professional aspirations are analysed on the case of regional capital - the City of Pilsen. Based on the analyses of research results, the thesis also proposes a system of coordination of activities between schools and NGOs in the area of education of socially excluded children. Keywords: educational - professional...

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Poverty has and will continue to precipitate enormous suffering for countless children in Zimbabwe. This study examines how the psychosocial effects of poverty affect the academic performance of the girl child. At the same time it identifies various policies and programmes designed to attenuate the negative effects of poverty on children. It is estimated that about seven out of ten families in Zimbabwe live in dire poverty because of political unrest, socioeconomic instability, economic and political sanctions, drought, environmental degradation, and HIV/AIDS. This study is informed by Urie Bronfenbrenner’s ecological theory, and the humanistic perspective. A qualitative phenomenological design was used with focus group discussions, interviews and observations as data-collection instruments, with fifteen (15) Form 2 girls, six (6) teachers, and three (3) headmasters in three secondary schools in Masvingo Province. The use of the phenomenological design helped to bring to the surface deep issues, and to make the voices of the girl children heard. The Tesch’s open coding method of data analysis was used to identify themes and categories. Findings from this study revealed that the majority of the families in Zimbabwe cannot afford even the basic human needs (food and non-food items) which are necessary to sustain life, thus adversely affecting the children’s health, and their emotional, physical, moral, social and academic achievements. This study also established that the girls’ academic performance is affected by household chores/child labour, financial constraints, a lack of motivation, early marriages, and the lack of food, as well as health issues and sanitation, delinquent behaviour, child abuse, prostitution, the long distances to and from school, stigmatisation and marginalisation. This study recommends early intervention programmes for children, and the sustainable development of mining, rural and urban communities. The government, and the families, should make basic education affordable to all children, irrespective of their gender. This study also recommends that the problems be addressed by the microsystems of the school, and of the families, and the neighbourhood mesosystems (linkages) and exosystems, as well as by the macro-systems (political, ideology). Collaborative work is also needed among Zimbabweans and all stakeholders to revisit the root causes of poverty. / Psychology of Education / D. Ed. (Psychology of Education)

published_or_final_version / Education / Master / Master of Education

陳霜叶. / 論文(哲學博士)--香港中文大學, 2006. / 參考文獻(p. 258-270). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / Lun wen (zhe xue bo shi)--Xianggang Zhong wen da xue, 2006. / Can kao wen xian (p. 258-270). / Chen Shuangye.