Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-01-22T11:21:48Z No. of bitstreams: 1 welingtonluissachetti.pdf: 1626484 bytes, checksum: fc26b1e79605da64850eb292d052027a (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-01-25T18:50:52Z (GMT) No. of bitstreams: 1 welingtonluissachetti.pdf: 1626484 bytes, checksum: fc26b1e79605da64850eb292d052027a (MD5) / Made available in DSpace on 2016-01-25T18:50:52Z (GMT). No. of bitstreams: 1 welingtonluissachetti.pdf: 1626484 bytes, checksum: fc26b1e79605da64850eb292d052027a (MD5) Previous issue date: 2014-11-07 / O objetivo desta dissertação é analisar o Programa de Formação Continuada (PFC) do Centro Estadual de Educação Tecnológica Paula Souza (CPS) - reformulado em 2012 pelo Grupo de Estudos de Educação a Distância (GEEaD) – por meio da avaliação dos egressos das formações e a partir destes dados propor um plano de ação que contemple as ações voltadas ao refinamento da política de formação continuada do departamento, bem como, dados os resultados da pesquisa, verificar a possível ampliação dela na Instituição. A pesquisa, qualitativa, realizou-se com questionários semiabertos, aplicados junto aos egressos que participaram da totalidade das 3 (três) Unidades do PFC e de mais de 50% delas. A investigação compreendeu um período de 18 meses, entre julho de 2012 e dezembro de 2013, e trabalhou com as respostas de 27 professores egressos do PFC. A dissertação está dividida em 3 capítulos, sendo que o Capítulo 1 tratou de apresentar o Centro Paula Souza e o PFC com seu histórico e reformulações; o Capítulo 2 analisou os resultados da pesquisa e, por fim, o capítulo 3 diante dos apontamentos da pesquisa, apresentou um Plano de Ação Educacional (PAE) com proposições voltadas à reformulação do PFC. Nesse sentido, o presente estudo subsidiará possíveis ajustes nas Unidades e, consequentemente, a preparação de professores que futuramente passarão pelos PFC para que integrem da melhor forma as tecnologias de informação e comunicação em suas práticas de trabalho, potencializando mudanças nas ações pedagógicas, a fim de contribuir com a melhoria da qualidade da educação. / The objective of this dissertation is to analyze the Continuing Education Program (CEP) of the Paula Souza Technological Education State Center (PSC). It was reformulated in 2012 by a Group of Studies on Distance Education (GSDE). Through the evaluation of the egresses from the formations and from these to propose an action plan, that include actions directed to the refinement of the policy of the further education department, as well as, from the research results, verify for the possible extension of it in the institution. The qualitative research was carried out with semi-open questionnaires, applied to the egresses who participated in the totally of the 3 (three) Units of CEP , and more than 50% of them. The period of this research was of 18 months, between July 2012 until December 2013 , and the answers of the 27 graduate teachers from CEP, were analyzed in this period. The dissertation is divided by three Chapters; the history and the reformulations of the Paula Souza Center and CEP were presented in the first Chapter; the research results were analyzed in the second Chapter; and finally, an Educational Action Plan (EAP) with propositions to the reformulations of EAP, according with the research results, it was presented in the third Chapter. In this sense, this study will subsidize possible adjustments in the Units and, consequently, the preparation of teachers who will later pass by CEP to incorporate the best information and communication technologies into their working practices, therefore enhancing changes in pedagogical actions in order to contribute to the improvement in the quality of education.

Research reveals that disciplinary alternative education programs (DAEPs) are growing at an alarming rate. What are schools doing to ensure success for those students who are placed in a DAEP? In this descriptive qualitative research study, I examined how DAEPs can operate at a more effective level in order to provide a restorative environment, resulting in a decreased recidivism rate for troubled youth. In order to achieve this overall objective, the following research questions framed this study RQ1: What are the qualities in a disciplinary alternative education program setting that lead to either success or failure of a DAEP program? RQ2: Why do students continue to commit offenses which lead to multiple assignments in a disciplinary alternative education program? RQ3: How does a disciplinary alternative education program provide a restorative environment for troubled youth in order to decrease recidivism? RQ4: What resources are available to reduce the amount of repeat student assignments to DAEP? Participants were 12 North Texas secondary school students with multiple assignments to DAEPs and 12 North Texas secondary counselors who provide emotional and behavioral supports to these students. The findings indicate there is a high need for the implementation of transitional supports, a high need for consistent and targeted counselor support and resources, a high need to change student behavior, a high need to build positive relationships, and a high need to address the environmental (social) factors that influence behavior.

Vozný, M.: Graduation from art education. [Diploma thesis] Prague 2019. Charles University - Faculty of Education, Department of art education, počet stran:85. The diploma thesis focuses on the topic of graduation, specifically on the graduation from art education. Within the theoretical aspects, study documents, the Education Act and the relevant decrees are examined in terms of form and content. Part of the thesis is also a research part that is based on qualitative research. It brings the knowledge created on the basis of the visits made and performs structured in-depth interviews with audio recordings at pre-selected grammar schools. The information obtained from the field continues to reflect and undergo the relevant research proposal, which is an established theory. Audiobooks from research interviews are subsequently overwritten and open, axial and selective encoding of documents. The output is a look at the newly discovered relationships and categories that are related to the creation of the content, form and reflection of the graduation from art education. The result of the thesis is the creation of the own design of graduation from art education, which is based on a semantic approach. Keywords: Graduation, art education, research, upper secondary school, curricular documents, education...

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[pt] Crimes na adolescência impõem custos não triviais para a sociedade, o que tornou seus determinantes e fatores dissuasivos cada vez mais sujeitos a estudo por economistas. Intervenções no nível da escola são comumente propostas com o objetivo de mitigar o surgimento de carreiras criminais e a perpetuação da violência. Entretanto, as direções e os canais pelos quais as escolas afetam crime podem variar. Esse artigo estuda um deles - os esfeitos de incapacitação - explorando um programa federal que aumentou as horas escolares em escolas públicas brasileiras. Usando variação quasiexperimental na probabilidade de aderir ao programa e dados georreferenciados de crime do estado de São Paulo, é possível estimar os feitos causais do programa em atividade criminal ao redor das escolas. Os resultados sugerem que incapacitação de fato previne jovens de cometerem crimes menos severos, com evidência mais forte para crimes relacionados a drogas e para escolas com alunos mais pobres. / [en] Juvenile crime imposes non-trivial costs to societies, which have made its determinants and deterrents increasingly subject of study by economists. School-based interventions are often proposed in order to mitigate the rise in criminal careers and the perpetuation of violence. However, the directions and channels through which schooling may affect crime vary. This paper studies one of them - namely the incapacitation effects - exploiting a federal program that extended school hours in Brazilian public schools. Using quasiexperimental variation in the probability of receiving the program and georeferenced crime data from the state of São Paulo, it is possible to estimate the causal effect of the program on criminal activity in the surroundings of the schools. Results suggest incapacitation does prevent juvelines from engaging in less offensive crimes, with stronger evidence for drug-related crimes and for schools with poorer students.

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[pt] Esta tese teve como tema a formação docente sobre as temáticas da educação integral e do tempo integral e como objeto os cursos de especialização em Educação Integral e Integrada, oferecidos por universidades públicas brasileiras, por meio do Programa Mais Educação (PME). O principal objetivo foi a análise dos conhecimentos curriculares que compuseram os cursos de especialização em educação integral e dos sentidos assumidos sobre a docência em escolas de tempo integral. Como objetivos específicos, procurou: (1) compreender o processo de elaboração e desenvolvimento curricular das especializações; (2) analisar as possíveis relações entre os conhecimentos curriculares e os sentidos de docência identificados e (3) identificar e refletir sobre os conhecimentos docentes que possam emergir desta relação. Teoricamente, as análises foram construídas a partir do diálogo com diferentes autores, como Tardif (2013), Nóvoa (1997), Branco (2012), Cavaliere (2007, 2009), Coelho (2002, 2009), Veloso (2009), Silva (2011), Sacristán (2007, 2017), Schulman (2014), entre outros, que ajudaram a compreender melhor os fenômenos pesquisados. Metodologicamente, esta tese se baseia na pesquisa qualitativa (MINAYO, 2004), a fim de conhecer melhor os sentidos e intencionalidades que constituíram os cursos. A partir desta orientação qualitativa, esta pesquisa realizou um estudo de caso coletivo (ALVEZ-MAZZOTTI, 2006; YIN, 2001; ANDRÉ, 2013), em quatro especializações desenvolvidas nas regiões sul, sudeste e centro-oeste. A fim de coletar os dados de pesquisa, foram realizadas: (1) entrevistas semiestruturadas com coordenadores; (2) questionários com professores e (3) pesquisa documental. Diante dos dados coletados, as análises das entrevistas e questionários foram realizadas com base na análise de conteúdo (BARDIN, 1977) e os documentos pedagógicos com base na análise documental (LÜDKE; ANDRÉ, 2012; OLIVEIRA, 2007). Por fim, na 8 intenção de aprofundar e responder as últimas questões e objetivos desta tese, foi realizada a triangulação de dados (MINAYO et al., 2012; YIN, 2001). Assim, de posse dessas diferentes escolhas e dos caminhos trilhados a partir delas, esta pesquisa evidenciou como resultado a existência de diferentes conhecimentos curriculares e visões de docência nos cursos pesquisados. Os mesmos foram organizados em diferentes categorias e subcategorias; que ora se apresentaram distantes dos temas das especializações e ora se aproximaram desses temas, indicando a existência de conhecimentos e docências específicos às escolas de tempo integral. Em sua conclusão, evidenciou que, se por um lado esses cursos apresentaram diferentes problemáticas e desafios relacionados ao PME e a estrutura das universidades e suas capacidades para atender a essa demanda do MEC; por outro representaram experiências interessantes e relevantes para a análise sobre os conhecimentos docentes (SHULMAN, 2014) e os processos de profissionalização docente (NÓVOA, 2016; TARDIF, 2013) desenvolvidos por meio da formação de professores para, com e nas escolas de tempo integral. / [en] This thesis had as its theme the teacher education on the themes of integral and full-time education and as object the specialization courses in Integral and Integrated Education, offered by Brazilian public universities, through Programa Mais Educação (PME). The aim was the analysis of the curricular knowledge that composed the courses of specialization in integral education and of the senses assumed on the teaching in full-time schools. As objectives, it seeks to: (1) understand the process of curriculum development and development of specializations; (2) to analyze the possible relationships between curricular knowledge and the teaching senses identified and (3) to identify and reflect on the teaching knowledge that may emerge from this relationº Theoretically, the analyzes were constructed from the dialogue with different authors, such as Tardif (2013), Nóvoa (1997), Branco (2012), Cavaliere (2007, 2009), Coelho (2002, 2009), Veloso (2009), Silva (2011), Sacristán (2007, 2017), Schulman (2014), among others, that helped to better understand the phenomena researched. Methodologically, this thesis is based on qualitative research (MINAYO, 2004), in order to better understand the meanings and intentionalities that constituted the courses. From this qualitative orientation, this research carried out a collective case study (ALVEZ-MAZZOTTI, 2006; YIN, 2001; ANDRÉ, 2013), in four specializations developed in the south, southeast and center-west regions. In order to collect the research data, we performed: (1) semi-structured interviews with coordinators; (2) questionnaires with teachers and (3) documentary research. According to the data collected, interviews and questionnaires were analyzed based on content analysis (BARDIN 1977) and pedagogical documents based on documentary analysis (LÜDKE; ANDRÉ, 2012; OLIVEIRA, 2007). Finally, in order to deepen and answer the last questions and objectives of this thesis, the triangulation of data was done (MINAYO et al., 2012; YIN, 2001). Thus, having these different choices and the paths taken from them, this research evidenced as a result the existence of different curricular knowledge and visions of teaching in the courses studied. They were organized into different categories and subcategories; who now presented themselves far from the themes of specializations and now approached these themes, indicating the existence of specific knowledge and teaching to full-time schools. In its conclusion, it shows that if, on the one hand, these courses presented different problems and challenges related to the PME and the structure of the universities and their capacities to meet this demand of the MEC; on the other, they represented interesting and relevant experiences for the analysis of teachers knowledge (SHULMAN, 2014) and the processes of teacher professionalization (NÓVOA, 2016; TARDIF, 2013) developed through teacher training for, with and in full-time schools.

Access to safe water and improved sanitation remains threatened by the ever increasing demand in urbanised cities of the world. Adequate management of this problem could not be achieved through technical and regulatory methods alone. A human values-based education approach, namely the Human Values Water, Sanitation and Hygiene Education (HVWSHE) programme, was considered a suitable intervention strategy to bring about the desired changes in attitude and behaviour by the water users. This research involves an empirical case study approach that explores the experiences of Laotian teachers as adult learners of the HVWSHE intervention as well as a literature study on adult education, adult learning facilitation, human values-based education and teacher beliefs. Focus group meetings, lesson observations, participant observation, field notes and a researcher journal was used to collect data. This study revealed that the HVWSHE training programme had a positive effect on the adult learners’ attitude and behaviour towards a better water-use and sanitation-friendly ethic. / Educational Studies / M. Ed. (Adult Education)