CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior / Conselho Nacional de Desenvolvimento CientÃfico e TecnolÃgico / A presente dissertaÃÃo insere-se na linha Economia PolÃtica, Sociabilidade e EducaÃÃo do Programa de PÃs-GraduaÃÃo em EducaÃÃo Brasileira da Universidade Federal do Cearà igualmente integra as produÃÃes do grupo de pesquisa do LaboratÃrio de Estudos do Trabalho (LABOR) Elegemos como objeto de estudo o processo de escolarizaÃÃo da classe de trabalhadores da indÃstria propiciado pela classe burguesa industrial do Cearà a partir da anÃlise do Programa EducaÃÃo do Trabalhador desenvolvido pelo ServiÃo Social da IndÃstria ligado a FederaÃÃo das IndÃstrias do Estado Trata-se de uma pesquisa de natureza qualitativa tendo como abordagem o Estudo de Caso usando procedimentos como anÃlise documental anÃlise bibliogrÃfica e observaÃÃo participante Apresenta-se como aporte o referencial teÃrico-metodolÃgico do pensamento de Louis Althusser no que se refere ao conceito de reproduÃÃo das relaÃÃes de produÃÃo capitalistas e aparelho ideolÃgico escolar que nos ofereceu subsÃdios para compreender as relaÃÃes de reproduÃÃo oriundas de um projeto de educaÃÃo classista da burguesia industrial A rica experiÃncia de estudos e pesquisa deixou-nos como heranÃa para o doutorado o interesse em investigar outras vias de possibilidade enveredando pelo caminho marxista da prÃxis como principio formativo da classe trabalhadora da indÃstria à guisa de consideraÃÃes, diante do resultado trazido pela pesquisa advogamos que a escolarizaÃÃo bÃsica como via de habituaÃÃo do trabalhador e de forma particular o Programa EducaÃÃo do Trabalhador proporcionado pelo ServiÃo Social da IndÃstria no Cearà tÃm uma relevante influencia na reproduÃÃo das relaÃÃes de classe desses trabalhadores Contudo vale ressaltar que no contexto histÃrico ao trabalhador pobre desqualificado o Programa assume a forma apenas de ascensÃo social com condiÃÃes apenas de ter acesso aos bens de consumo que o capital produz Todavia urge a necessidade de se pensar em um Programa escolar que tenha como caminho uma aÃÃo educativa voltada a emancipaÃÃo humana e nÃo sà a reproduÃÃo das relaÃÃes de produÃÃo capitalistas. / The present doctoral thesis falls within the line of Economy Politics Sociability and Education in the Graduate Program in Brazilian Education at the Federal University of Cearà while integrating the production of the Work Studies Laboratory (LABOR) The object of our study is the schooling of the industrial working class propitioned by the industrial bourgeoisie of Cearà from an analysis of the Workerâs Education Program developed by the Industrial Social Services linked to the Federation of State Industries The research is characterized as qualitative Case Study using procedures such as documental analyses bibliographic and observer/ participant It is a reference pointâtheoreticalâmethodological elaborated by Louis Althusser in that it refers to the concept of reproduction of relationships of capitalist production and the ideological school mechanism that offered us subsidiaries to understand the relationships and the reproduction originating from a project in classist industrial bourgeoise The rich experience of studies and research left us with an inheritance for the doctoral candidate interested in investigation of other possible lines of research beginning with Marxist perspectives of the Praxis as the formative principle of the industrial working class The guise of considerations faced with the results generated by this research we advocate that basic schooling as a way to foster worker habits and the particular form of the Education of Work provided by the Industrial Social Service in Cearà has relevant influence in the reproduction of relationships of class of these workers Along with this, noteworthy is that in the historical context of the poor unskilled worker the Program takes a form of upward social mobility with the possibility of only having access to consumer goods that capital produces However the need arises to think about a school Program that has as its guiding path educational action focused on human emancipation and not only the reproduction of capitalist production relationships

Submitted by Rosangela Silva (rosangela.silva3@unioeste.br) on 2018-05-23T17:18:35Z No. of bitstreams: 2 Altevir Rossi Carneiro.pdf: 12703012 bytes, checksum: c82626337f9e6a70dc9b93eb8c6de40e (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-05-23T17:18:35Z (GMT). No. of bitstreams: 2 Altevir Rossi Carneiro.pdf: 12703012 bytes, checksum: c82626337f9e6a70dc9b93eb8c6de40e (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2016-08-01 / This research aims to investigate the implementation of the proposals of the More Education Program (BRAZIL, 2007) as social policy guided by neoliberal assumptions by analyzing the documents that guide the More Education Program, both at the federal level and in the state. It constitutes our goal also investigate the deployment and implementation of the More Education Program in schools in the urban area of the municipality of Cascavel -PR. He attempted to answer the following issues: Can the "full education and full-time" effectively improving education, helping to guarantee public education, democratic, inclusive and social quality for all? - If you can, how does it happen? - The program objective More Education contribute to the effective improvement of education or materializes in another action of educational policy which the State makes use to meet a portion of the population and thus alleviate the tensions inherent in the system? Developed from the analysis of the neoliberal assumptions, present in the reform of the Brazilian State since the 1990s, this research seeks to specifically discuss the deployment and implementation of the More Education Program as an inducer program of comprehensive education and full-time in Brazil. Materialized to search through bibliographical discussion and analysis of documents. For this, we established a dialogue between authors who discuss the theme and the primary sources for understanding the comprehensive education policy, such as the Interministerial Ordinance No. 017/2007, the trilogy of books series More Education (2009) and Operating manual Integral Education (2014). For the analysis of the More Education Program in Cascavel data were collected on the participating schools and the number of students served by the program, with the Rattlesnake Education Regional Center and the State Department of Education of Paraná. The data obtained in the research allow us to understand the public policy of comprehensive education, materialized through the More Education Program, has as principle the extension of the student residence time in the school, from the reinvention of time and school space, preferably in down schools IDEB and located in poor neighborhoods and suburbs, preferably serving students in vulnerable social situation. Research shows that, by taking the integral education, by joining the program, the school takes in addition to educating function, also the social responsibility of caring for children, adolescents and youth. The results show that the proposed comprehensive education and full-time aim to mitigate social conflicts and not to improve the quality of education. / Esta pesquisa tem como objetivo investigar a implantação das proposições do Programa Mais Educação (BRASIL, 2007) como política social orientada pelos pressupostos do neoliberalismo por meio da análise dos documentos que orientam o Programa Mais Educação, tanto na esfera federal quanto na estadual. Constitui-se como nosso objetivo também, investigar a implantação e implementação do Programa Mais Educação nas escolas da zona urbana do Município de Cascavel-PR. Buscou-se responder à seguinte problemática: Pode a “educação integral e em tempo integral” efetivamente melhorar a educação, contribuindo para a garantia da educação pública, democrática, inclusiva e de qualidade social para todos? – Se pode, como isso acontece? – O Programa Mais Educação objetiva contribuir com a melhoria efetiva da educação ou se materializa em mais uma ação de política educacional da qual o Estado lança mão para atender a uma parcela da população e, assim, atenuar as tensões próprias do sistema? Desenvolvida a partir da análise dos pressupostos do neoliberalismo, presentes na reforma do Estado Brasileiro desde a década de 1990, essa pesquisa procura discutir especificamente a implantação e a implementação do Programa Mais Educação como programa indutor da educação integral e em tempo integral no Brasil. Concretizou-se a pesquisa por meio da discussão bibliográfica e análise de documentos. Para isso, estabeleceu-se um diálogo entre autores que discutem a temática e as fontes primárias utilizadas para a compreensão da política de educação integral, como a Portaria Interministerial n° 017/2007, a trilogia de cadernos Série Mais Educação (2009) e o Manual Operacional de Educação Integral (2014). Para a análise do Programa Mais Educação no Município de Cascavel foram coletados dados sobre as escolas participantes e o número de alunos atendidos pelo Programa, junto ao Núcleo Regional de Educação de Cascavel e à Secretaria Estadual de Educação do Paraná. Os dados obtidos na pesquisa permitem compreender que a política pública de educação integral, materializada por meio do Programa Mais Educação, apresenta como princípio a ampliação do tempo de permanência do aluno na escola, a partir da reinvenção do tempo e do espaço escolar, preferencialmente em escolas de baixo IDEB e localizadas em bairros pobres e de periferia, atendendo preferencialmente alunos em situação social vulnerável. A pesquisa mostra que, ao assumir a educação integral, por meio da adesão ao Programa, a escola assume além da função de educar, também a responsabilidade social de cuidados com as crianças, adolescentes e jovens. Os resultados evidenciam que a proposta de educação integral e em tempo integral objetivam a atenuar os conflitos sociais e não de melhorar a qualidade da educação.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-04-20T12:04:25Z No. of bitstreams: 1 edjaneribeirodossantos.pdf: 1400737 bytes, checksum: e45c80a8120bab5acde9af8c31b89016 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-04-24T03:06:35Z (GMT) No. of bitstreams: 1 edjaneribeirodossantos.pdf: 1400737 bytes, checksum: e45c80a8120bab5acde9af8c31b89016 (MD5) / Made available in DSpace on 2016-04-24T03:06:35Z (GMT). No. of bitstreams: 1 edjaneribeirodossantos.pdf: 1400737 bytes, checksum: e45c80a8120bab5acde9af8c31b89016 (MD5) Previous issue date: 2015-01-29 / A presente dissertação foi desenvolvida no âmbito do Mestrado Profissional em Gestão e Avaliação da Educação do Centro de Políticas Públicas e Avaliação da Educação (CAEd) da Universidade Federal de Juiz de Fora. O caso de gestão estudado trata dos desafios de acesso e de permanência dos professores da Rede Estadual de Pernambuco nas Escolas de Tempo Integral da Regional Vale do Capibaribe. Para, então, compreender essa questão foram aplicados questionários online para professores egressos e atuantes nas Escolas de Tempo Integral. Quanto aos resultados, pudemos observar que principal motivo que leva o professor a ingressar no Programa é porque acredita em sua proposta pedagógica. Contudo, a infraestrutura insuficiente, seguida de “alunos desmotivados”, “salário defasado”, e “formação docente”, além de muitos elementos referentes ao currículo são fatores que acabam desmotivando e levando ao abandono do cargo nessas escolas. Frente a esses resultados, apresentamos, por fim, um Plano de Ação Educacional cujo foco principal recai sobre os problemas encontrados na pesquisa na tentativa construir ações que melhorem, ampliem e produzam resultados positivos para o Programa. / This study was developed under the Professional Master's in Management and Education Evaluation of the Center for Public Policy and Education Assessment (CAEd) of the Federal University of Juiz de Fora. The case management study deals with the challenges of access and permanence for teachers of Pernambuco State schools in Full Time Schools in Regional Valley Capibaribe. To comprehend this problem were applied online questionnaires to teachers who are not anymore in the program and for those who still working in this program. The results shows that the main reason for the teacher to join the program is because he believes in the pedagogical proposal of it. However, the insufficient infrastructure, followed by "unmotivated students", "lagged wage" and "teacher training" in addition to many elements for the curriculum are factors that discouraging and taking the position of abandonment in these schools. In view of these results, we present an Educational Action Plan whose main focus is on the problems encountered in research in attempt to build actions to improve, expand, and create positive results for the Program

Submitted by Renata Lopes (renatasil82@gmail.com) on 2017-03-09T20:09:30Z No. of bitstreams: 1 aneloriacostagadelha.pdf: 1144250 bytes, checksum: a04a33fd39ec537ff37897571c7a29a0 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-03-13T17:16:14Z (GMT) No. of bitstreams: 1 aneloriacostagadelha.pdf: 1144250 bytes, checksum: a04a33fd39ec537ff37897571c7a29a0 (MD5) / Made available in DSpace on 2017-03-13T17:16:14Z (GMT). No. of bitstreams: 1 aneloriacostagadelha.pdf: 1144250 bytes, checksum: a04a33fd39ec537ff37897571c7a29a0 (MD5) Previous issue date: 2016-11-29 / A presente dissertação foi desenvolvida no âmbito do Mestrado Profissional em Gestão e Avaliação da Educação (PPGP) do Centro de Políticas Públicas e Avaliação da Educação da Universidade Federal de Juiz de Fora (CAEd/UFJF). O caso de gestão estudado discutiu a gestão escolar em sua dimensão pedagógica no desenvolvimento do Programa Mais Educação na Escola A, em Manaus-AM. O objetivo geral definido para este estudo foi o de investigar como se estabelece a gestão pedagógica no desenvolvimento do Programa Mais Educação na escola em estudo. Os objetivos específicos foram: (i) descrever o funcionamento do Programa Mais Educação na Escola Estadual A desde sua implantação; (ii) analisar de que forma a gestão escolar organiza, acompanha e avalia o desenvolvimento do Programa Mais Educação na escola e como esse se integra às ações regulares da mesma; (iii) propor ações que possam contribuir para o aprimoramento do programa na escola, considerando a atuação da gestão pedagógica nesse contexto, como também a aproximação entre as atividades do PME e as atividades regulares da escola. Assumimos a hipótese de que a gestão pedagógica constitui uma das variáveis de influência para o alcance das metas e objetivos do Programa Mais Educação na escola em estudo, na perspectiva da educação integral. Para tanto, utilizamos como metodologia de pesquisa a abordagem qualitativa e como instrumentos para coleta de dados a entrevista e o questionário, aplicados aos segmentos que se encontram vinculados ao desenvolvimento do Programa. / This thesis is developed in the Professional Master in Management and Education Assessment (PPGP) of the Center for Public Policy and Education Evaluation of the Federal University of Juiz de Fora (CAEd / UFJF). The case management to be studied will discuss school management in its pedagogical dimension in the development of the More Education Program at School in Manaus-AM. The overall objective set for this study was to investigate how to establish educational management in the development of the More Education Program at the school study. The specific objectives are: (i) to describe the operation of the More Education Program in the State School A since its implementation; (I) examine how school management organizes, monitors and evaluates the development of the More Education Program at school and how this is integrated into regular shares of the same; (Ii) to propose actions that would contribute to the improvement of the program in school, considering the performance of educational management in this context, as well as the rapprochement between the activities of SMEs and regular school activities. We assume the hypothesis that educational management is one of the influencing variables to achieve the goals and objectives of the More Education Program at school study, from the perspective of integral education. For so much, as the qualitative research methodology and as tools for data collection the questionnaire applied to the segments that are linked to the development of the program.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2017-03-13T17:45:40Z No. of bitstreams: 1 sandrahelenareisdacosta.pdf: 1666637 bytes, checksum: f44c42c3ea53a02f654729c7ab8f50d0 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-03-13T19:34:10Z (GMT) No. of bitstreams: 1 sandrahelenareisdacosta.pdf: 1666637 bytes, checksum: f44c42c3ea53a02f654729c7ab8f50d0 (MD5) / Made available in DSpace on 2017-03-13T19:34:10Z (GMT). No. of bitstreams: 1 sandrahelenareisdacosta.pdf: 1666637 bytes, checksum: f44c42c3ea53a02f654729c7ab8f50d0 (MD5) Previous issue date: 2015-12-18 / A criação e a implantação do Programa Mais Educação (PME) introduziram nas escolas brasileiras a Educação Integral mediante a ampliação do tempo e do espaço escolar. Nesse contexto, o presente trabalho tem como objetivo analisar a implementação do PME, as dificuldades e as potencialidades da atuação do coordenador na Gestão Pedagógica do PME. Especificamente, o foco do presente trabalho recai sobre as ações do Macrocampo Acompanhamento Pedagógico em duas escolas de Parintins – AM. O trabalho se desenvolve por meio de uma pesquisa qualitativa. É realizado um levantamento dos dados das duas escolas selecionadas a respeito de implementação do PME. Foram utilizados como instrumentos de coleta de dados entrevista com o coordenador e grupos focais com professores e alunos. O diário de bordo também foi utilizado para registrar e separar as ações da pesquisadora, dado que essa é coordenadora do programa em uma das escolas selecionadas para a análise. O aporte teórico concentra-se na discussão acerca do fracasso e da aprendizagem escolar: Patto (1990), Forgiarini e Silva (2008); Hoffmann (2012); Antunes (2012), Luck (2009/2011//2012/2013) e Franco (2008) no que se refere à Gestão Pedagógica. Os resultados demonstraram que é preciso intensificar e valorizar o trabalho do coordenador do PME na Gestão Pedagógica. O objetivo é acompanhar e proporcionar a interação entre as atividades do PME e o ensino regular, garantir a efetividade das atividades do Macrocampo Acompanhamento Pedagógico e, consequentemente, contribuir para melhorar a implementação do programa. Para isso, propomos um Plano de Ação Educacional voltado para os monitores, coordenadores do PME, equipe gestora, coordenadoria e SEDUC/AM. / The creation and implementation of More Education Program (MEP) introduced in Brazilian schools Comprehensive Education by expanding the time and the school environment. In this context, this paper aims to analyze the implementation of MEP, the difficulties and potentials of the coordinator of activities in the Pedagogical Management of MEP. Specifically, the focus of this study relapsed about the actions of the Educational Monitoring Field in two schools in Parintins - AM. The work is developed through a qualitative research. A survey of data from the two selected schools on implementation of the MEP is performed. They were used as data collection instruments, the interview with the coordinator and focus groups with teachers and students. The logbook was also used to record and separate actions of the researcher, as this is the coordinator of the program in one of the schools selected for analysis. The theoretical support focuses on the discussion of failure and school learning Patto (1990), Forgiarini and Silva (2008); Hoffmann (2012); Antunes (2012) and Luck (2009/2011/2012/2013) and Franco (2008) on Educational Management and the role of managers and coordinators in this dimension of the School Management. The results showed that it is necessary to intensify and enhance the work of the MEP coordinator in Educational Management. The objective is to monitor and provide the interaction between the activities of the MEP and the regular education, to assure the effectiveness of the activities of Pedagogical Monitoring Field and hence to contribute to improve the implementation of the program. For this we propose an Educational Action Plan for the monitors, coordinator of MEP, management team, the coordinating body and SEDUC in Amazon.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The More Education Program, established in 2007, came as a strategy of the Brazilian Federal Government to induce the extend of school day and curriculum organization, from the perspective of Integral Education, to improve students learning of public schools by activities inter/transdisciplinary of varied types, among them, communication and digital culture. Given the wide mission and different contexts and realities, we decided to focus in Santa Maria - RS. Therefore, we question: how public schools from Santa Maria - RS appropriate the educommunication to develop the activities of different macrocampos of More Education Program? What are the specifics, identity, of the macrocampo communication and digital culture of Santa Maria schools? (monitor profile, methodologies, themes, devices and processes). To answer these questions, we investigated the appropriation of educommunication by different macrocampos of the More Education Program at Santa Maria - RS, from 2010 to 2014. In addition to this overall objective, we seek to: 1) study the interface between communication and education in the context of public policies in a integral educational perspective; 2) Map the schools that have joined the More Education Program in Rio Grande do Sul State and macrocampos chosen to contextualize the local research; 3) Investigate the development process of More Education Program (profile monitors, methodologies, themes, devices), of the macrocampo Communication and Digital Culture in Schools of Santa Maria / RS; 4) Understand the challenges and opportunities in the development of More Education Program in the schools of the Municipal Network of Santa Maria - RS; 5) Identify whether and how the More Education Program enables the learner empowerment in: cognitive, psychological, cultural and political aspects. To achieve the proposed objectives, we conducted a qualitative and quantitative research at exploratory level (LOPES, 2010). As a method, we choose the case study (FACHIN, 2001). To discuss the epistemology and practice of educommunication and discuss the integral education, we conducted literature (STUMPF, 2011) (re) visiting authors like Soares (1999; 2011a; 2011b, 2014), Moll (2012), Titton and Pacheco (2012 ), Morin (2007), Certeau (2008; 2005; 2003), Santos (2007), Touraine (2006), Kaplun (1998) and Freire (1978; 1983), and also documentary research (FONSECA, 2002) to analytical deepening the object. Related to research techniques, we apply questionnaires semi-open model with semi-structured questions and indeterminate answers (DUARTE, 2011) with coordinators and monitors and conducted in-depth interviews with advisors and students. We also conducted direct observation (Yin, 2005) in five municipal schools in the same city. As a result, we identified the centrality of the subject in the process, both from monitor and coordinator. For despite all the adversities encountered, mainly by lack of infrastructure, most schools are managing to articulate partnerships, develop activities creatively, engage the school community and to overcome the historical and social resistance. Regarding the appropriation of educommunication, we identified that occurs in a creative way, both across the different macrocampos and in particular macrocampo . The main empowerment opportunities identified by research subjects occur in the psychological and cognitive level, with changes in self-esteem and improved student learning. On the other hand, we also found much resistance relative to the More Education Program. These are linked to the lack of infrastructure, cultural shocks caused by the school open to new subjects and changes in school routine. In terms of state responsibility in the development of this public policy it was found the disproportion between available resources and infrastructure in relation to the mission required to increase opportunities, time and educational subjects. / O Programa Mais Educação (PME), instituído em 2007, surge como uma estratégia do Governo Federal para indução da ampliação da jornada escolar e a organização curricular, na perspectiva da Educação Integral, visando uma melhor aprendizagem aos estudantes das escolas da rede pública, por meio de atividades inter/transdisciplinares de variadas naturezas, dentre elas, a comunicação e a cultura digital. Tendo em vista a ampla missão e que se insere em diferentes contextos e realidades, optamos por aprofundar em Santa Maria RS. Para tanto, nos questionamos de que forma as escolas da rede municipal de ensino de Santa Maria RS se apropriam da educomunicação para o desenvolvimento das atividades propostas pelos diferentes macrocampos do Programa Mais Educação (PME)? Quais as especificidades, identidade, do macrocampo da comunicação e cultura digital nas Escolas de Santa Maria? (perfil do monitor, metodologias, temáticas, dispositivos e processos). Para responder a esses questionamentos, buscouse investigar as apropriações da educomunicação pelos diferentes macrocampos do Programa Mais Educação na Rede Municipal de Ensino de Santa Maria RS, no período de 2010 a 2014. Além desse objetivo geral, almejouse: 1) estudar a interface entre comunicação e educação no contexto de políticas públicas numa perspectiva de ensino integral; 2) Mapear as escolas que aderiram ao Programa Mais Educação no RS e os macrocampos escolhidos pra fins de contextualização da pesquisa local; 3) Investigar o processo de desenvolvimento do PME (perfil dos monitores, metodologias, temáticas, dispositivos), do macrocampo Comunicação e Cultura Digital nas Escolas de Santa Maria/RS; 4) Compreender os desafios e oportunidades no desenvolvimento do PME nas escolas da Rede Municipal de Santa Maria RS; 5) Identificar se e de que forma o PME possibilita o empoderamento do educando nos aspectos: cognitivo, psicológico, cultural e político. Para alcançar aos objetivos propostos, realizamos uma pesquisa quali/quantitativa, de nível exploratório (LOPES, 2010). Como método, nos apropriamos do estudo de caso (FACHIN, 2001). Para discutir a epistemologia e práxis da educomunicação e discorrer sobre a educação integral, realizamos pesquisa bibliográfica (STUMPF, 2011) (re)visitando autores como Soares (1999; 2011a; 2011b, 2014), Moll (2012), Titton e Pacheco (2012), Morin (2007), Certeau (2008; 2005; 2003), Santos (2007), Touraine (2006), Kaplún (1998) e Freire (1978; 1983), e também pesquisa documental (FONSECA, 2002) para aprofundamento analítico do objeto. Em relação às técnicas de pesquisa, aplicamos questionários modelo semiaberto, com questões semiestruturadas e respostas indeterminadas (DUARTE, 2011) com coordenadores e monitores e realizamos entrevistas em profundidade com assessores e estudantes. Além disso, também realizamos observação direta (YIN, 2005) em cinco escolas municipais da cidade. Como resultados, identificamos a centralidade do sujeito no processo, tanto do monitor quanto do coordenador. Pois mesmo com todas as adversidades encontradas, principalmente pela falta de infraestrutura, a maioria das escolas está conseguindo articular parcerias, desenvolver as atividades de forma criativa, envolver a comunidade escolar e superar as resistências históricas e sociais. Em relação à apropriação da educomunicação, identificamos que ocorre de maneira criativa, tanto transversalmente nos diferentes macrocampos, quanto no macrocampo específico. As principais possibilidades de empoderamento identificadas pelos sujeitos de pesquisa ocorrem no âmbito psicológico e cognitivo, com mudanças na autoestima e melhora no aprendizado do estudante. Por outro lado, também constatamos muitas resistências em relação ao PME. As mesmas estão ligadas à falta de infraestrutura, aos choques culturais causados pela abertura da escola a novos sujeitos e mudanças no cotidiano escolar. Em termos da responsabilidade do Estado no desenvolvimento dessa política pública constatouse a desproporção entre os recursos e infraestrutura disponibilizada em relação à missão exigida de ampliação dos espaços, tempos e sujeitos educativos.

Master of Public Health / Department of Human Nutrition / Mary L. Higgins / Nutrition education programs strive to help low-income people make optimal food choices while living on a limited budget. This study addressed perceived understanding, acceptance, and usability of Food and Nutrition Bytes, a set of 12 eight- to eleven-minute online Expanded Food and Nutrition Education Program (EFNEP) lessons. Clients in EFNEP during 2005-2006 were surveyed on internet usage and interest in online nutrition lessons. Lessons were developed and assessed for reading levels using two formulas. Clients and professionals in six Kansas counties completed a Likert scale survey and gave comments after they viewed one online lesson. Fifty-five percent of 75 EFNEP clients who had internet access indicated they were interested in taking nutrition lessons online. The new lessons averaged a 6.64 grade reading level. Two lessons had content that was rated too general to be useful. For the remaining lessons, both groups ranked their perceived understanding, helpfulness of graphics and audio, and usefulness of information at the first or second most-desirable rating. They rated length and amount of information as “Just Right.” The only difference found between the groups was when clients rated one lesson as having a little too much information and professionals rated it as having not quite enough (Mann-Whitney U = 35.0, p = 0.039). Within-sample associations were measured for two lessons. Clients older than 30 years of age found the Grains lesson’s pictures and graphics to be more helpful than did younger clients (Kendall tau-b = 0.593, p = 0.002). White clients evaluated the Cooking lesson as being easier to understand than did non-white clients (Kendall tau-b = -0.477, p = 0.020). The most frequent comments pertained to the importance of portion sizes and appropriate pictures and graphics. Overall, Food and Nutrition Bytes lessons were easy to read, and perceived by both clients and professionals to be easy to understand, helpful and useful, and also optimal in length and amount of information. Despite low numbers of EFNEP clients who had internet access, over half were interested in taking lessons online. Limitations of this study include small samples, convenience samples, subjects’ time constraints, and interviewer bias.

The purpose of this study is to determine if the industrial arts and vocational education program of the Orange Public Schools is meeting the needs of the pupils, parents, and industries of the community.

The effects of an Adlerian-based parent education program on parents' attitudes toward their children's behavior and techniques used in child rearing were examined in this study. Parents in one primary elementary school were invited by letter to participate in a parent education program.

The purpose of this study was to examine the perceptions of preservice students completing their associate’s degree (AS) in early childhood education (ECE). My intent was to discover, from the preservice teacher’s perspective, what skills and knowledge preservice students consider necessary to teach young children. I was also interested in how they viewed their professional preparation at the completion of their AS program. The methods included participant interviews, documents and assignments completed by students, and program contextual data (faculty focus group and program documents). Seven themes were identified that represented the student’s perceptions of the skills and knowledge needed for working with young children (child development, learning environment, guidance, curriculum, teaching, assessment and experiences with children). All students reported the development of knowledge and skills through their participation in the ECE program. Each of these themes identified student support and belief in the philosophy of developmentally appropriate practices. Three themes were identified that supported the overall perception of their professional development (reflection, National Association for the Education of Young Children [NAEYC] New Teacher Standards, becoming a professional). All preservice students identified development of professional skills, and reported increased confidence in their preparation to be early childhood classroom teachers. All identified NAEYC New Teacher Standards as part of their professional development and understanding. This study provides the perspective of the AS degree seeking ECE preservice student. Little research is available on 2-year students. Further research in this area would aid in understanding and preparing teachers who are likely to work with the youngest in our society.