This thesis explores some of the implications of contemporary science studies for current science education reforms. The scientific literacy effort proposed by Project 2061 is described and criticized with regard to its educational and philosophical commitments. It is argued that a number of controversies involving science studies can aid students and educators in learning about science, education, and society. The educational ramifications of post-Kuhnian philosophy of science, sociology of science, constructivism, and hermeneutics are discussed, and it is argued that scientific literacy needs to be reconceptualized in order to take into account the understandings and debates of contemporary science studies. / Master of Science

This study examines whether or not Sweden’s education reform in 1977, which established new university colleges in selected urban municipalities, had a spillover effect on people’s migration decisions toward rural municipalities and, if so, how that effect varied across demographic groups. To test this, a difference-in-differences method with a fixed effect setting is used in combination with Coarsened Exact Matching to create the best-matched control group. The results suggest that the study cannot draw a general conclusion that the education reform impacted people’s migration decisions toward rural regions in Sweden. Nonetheless, the results demonstrate the significance of geographic distance and individual characteristics in explaining migration decisions in these regions. Following the reform, fewer individuals between 15 and 24 years old are moving into rural municipalities with the effects being small but statistically significant. Furthermore, fewer individuals between 15 and 24 years old as well as 55 and 64 years old leave rural municipalities, but the effects are statistically weak to explain the true impact on migration. Finally, suggestions for future research on the subject are presented at the end.

Teacher education occupies a position between the school system and higher education. It is expected to both have an impact on the school system and to be influenced by it. Compared to other higher education programs, teacher education has more often been subject to government control and detailed regulation. This thesis deals with the various roles and functions ascribed to teacher education in its complex position within the educational system, and above all its relationship with the school system. The objective of the thesis is to increase knowledge on government policy, with regard to teacher education, and frames within which the policy is developed, that in turn creates the framework for teacher education.    The issues outlined above are processed through two sub-studies. The first sub-study deals with these issues in a general and historical perspective. The second sub-study is focused on a specific content (ICT) in initiatives for teacher education reforms. By analyzing arguments put forward in government policy from a curriculum theory perspective the thesis shows that teacher education throughout the whole review period was considered to mainly benefit and serve the school system. However, the significance attached to this service varies. Generally two trails are highlighted. The first involves the teacher education service of delivering the teachers that the school system requires in order to live up to expectations of today. The other definition of working in the service of the school system is to contribute to a future-oriented development of the current school system. In many cases these perspectives are combined but the trend in the period reviewed in this study is that the first definition, to work in the service of the contemporary school system, has been accorded ever greater prominence.

Esta pesquisa busca desvelar em que medida o currículo implantado nas escolas da rede municipal de São Paulo vem garantindo ou não o direito à educação dos alunos a partir da concepção de justiça escolar. O estudo realizado parte da revisão histórica sobre o percurso no Brasil e, mais especificamente, no município de São Paulo, das reformas curriculares voltadas aos anos iniciais do ensino fundamental, tendo como foco as medidas adotadas na gestão Kassab (2005-2012) que levaram a elaboração do documento de orientação curricular da rede. Também foi realizada uma pesquisa de campo em duas escolas de ensino fundamental, envolvendo a análise documental e entrevistas com professores, coordenadoras pedagógicas, além de técnicos que atuaram na gestão referida. A pesquisa identifica que o rendimento dos alunos e suas condições de aprendizagem não garantem a equidade necessária à sua formação e que o currículo possui grande influência nesse quadro. No entanto, também foi possível observar que há avanços na rede e nas escolas investigadas no sentido de considerar a necessidade do atendimento à diversidade dos alunos incluídos no sistema de ensino, principalmente com a proposição de currículos que levem em conta a superação do insucesso escolar daqueles com maiores dificuldades. / This research intends to reveal to what extent the curriculum implemented in the schools of the education system in the city of São Paulo has been able or not to enforce the student´s right to education based on the concept of school justice. The study I have conducted starts with the historical review of the path taken in Brazil and, more specifically in the city of São Paulo, by the curriculum reforms addressing the early grades of elementary school . The study focuses on the measures taken by the Kassab Administration (2005-2012) which led to the preparation of a document for curriculum guidance to be adopted by the educational system. Field work was also done in two elementary schools, involving documental analysis and interviews with teachers, pedagogical coordinators, in addition to technical managers working the aforementioned administration. The research has found that the students´ achievement and their learning situation do not guarantee the equity required by their education and the curriculum has great influence in this context. However, it was also possible to observe that there are advancements in the educational system and in the schools being researched in order to consider the need to address the diversity of students that take part in the system, mainly through the proposition of curricula that take into account the overcoming of academic failure of those students with greater difficulties.

[pt] Esta pesquisa se insere na discussão das reformas educativas e nas reformulações da política educativa que vêm ocorrendo em diferentes países e no Brasil. O trabalho pretende contribuir para essa discussão, ao analisar a atuação da coordenadora com as professoras, no processo de recontextualização da política oficial de Língua Portuguesa do primeiro ano, em uma escola da Rede Municipal de Ensino Fundamental, na cidade do Rio de Janeiro, partindo do princípio de que coordenadora e as professoras são coprodutoras e intérpretes criativas do texto das políticas educativas. A pesquisa tem a seguinte questão: de que forma o coordenador pedagógico comprometido com um projeto pedagógico, em torno do qual empreende suas ações, em conjunto com os professores,pode equilibrar a política oficial (proposta externa) com o projeto da escola (proposta interna). Para fundamentar a análise do processo de implementação da política curricular, utilizo o Ciclo de Políticas proposto por Stephen Ball e colaboradores (Ball et al., 1992) e a teoria de Basil Bernstein (1996), no que se refere ao Modelo do Discurso Pedagógico. Trata-se de uma pesquisa qualitativa que utilizou os seguintes instrumentos: observação das reuniões de Centros de Estudos, Conselhos de Classe e aulas do primeiro ano; entrevistas com a coordenadora, as professoras do primeiro ano e a da sala de leitura; análise documental das Orientações Curriculares e Cadernos de Apoio Pedagógico do primeiro ano. O estudo evidencia que, no processo de implementação da política curricular de Língua Portuguesa no primeiro ano, a coordenadora buscou assegurar o processo de ensino e aprendizagem dos alunos, desenvolvendo os projetos de leitura (proposta interna), juntamente com as professoras, ao mesmo tempo, em que cumpria as determinações da SME (proposta externa), em relação à meta e ao o quê ensinar (conteúdos de alfabetização em Língua Portuguesa). A coordenadora defende e orienta as professoras a direcionarem o trabalho para uma prática de sala de aula com características do modelo de competência, no que se refere ao como ensinar. Esse equilíbrio, entre a proposta pedagógica da escola e a proposta da SME, resulta em um modelo pedagógico misto nos seguintes aspectos: a) em relação ao modelo de competência: a coordenadora defende que as professoras façam intervenções de acordo com a lógica do adquirente, seguindo seu nível de ritmo; b) em relação ao modelo de desempenho: a coordenadora segue as Orientações Curriculares no que se refere ao o quê ensinar no primeiro ano e aos critérios bem definidos para avaliar os alunos. / [en] This research is part of the discussions about educational reforms. It’s also included in the reformulations of the educational policy, which is being carried out in different countries, including Brazil.The work intends to contribute to this discussion, analyzing the role and the possibilities of the pedagogical coordination action onfirst grade Portuguese Language curricular policyexecution. Its object has been one public school at Rio de Janeiro city, assuming that the coordinator and the teachers are co-producers and creative readers of the educational policy text. The research is based on that question: How the pedagogical coordinator, engaged in a pedagogical project which guides its actions along with the teachers at the school she works, balances the State policy (external proposal) with the school project (internal proposal). To provide a basis to the analyses of the curricular policy execution process, I use the Stephen Ball’s Policies Cycle (Ball et al, 1992) and the Basil Bernstein’s theory (1996),regarding the Pedagogical Speech Model. It’s a qualitative research which used the following instruments: observation of Teachers’ Studies Meetings, Teachers’ conference and first grade classes; interviews with the coordinator, and with the first grade and reading room teachers; document analyses of the Curricular Guidelinesand the Pedagogical Support Guides to the first grade. The study shows that the coordinator has sought to ensure the teaching/learning process of the students, during the implementation process of the Portuguese Language curricular policy. She has developed reading projects (internal proposal) along with the teachers and, at the same time, she has obeyed the determinations of the SME (external proposal), regarding the goal and the what to teach (Portuguese Language literacy program). The coordinator defends and guides the teachers to direct their classes, following the competence model regarding how to teach. This balance between the school pedagogical proposal and the SME proposal results in a hybrid pedagogical model in these aspects: a) as regards to the competence model, the coordinator stands up that the teachers intervene in accordance with the student logic, following the rhythm and learning style of each one; b) as regards to the performance model, the coordinator follows the CurricularGuidelinesonwhatto teach on first grade and on well defined criteria to evaluate the students.

Orientador: Neusa Maria Dal Ri / Banca: Cândido Giraldez Vieitez / Banca: Sandra Aparecida Riscal / Resumo: O presente estudo tem por objetivo principal investigar o processo de democratização do acesso à escola média nas décadas de 1980 e 1990, no Brasil. Esse processo de democratização da escola é analisado como um fenômeno perpassado por contradições expressas por diferenciação social entre os alunos de acordo com a origem social. Considera-se que a conceituação de democracia é múltipla de acordo com a concepção de educação, de estado e de sociedade. Sendo assim, realizou-se uma abordagem das concepções de democracia relacionadas à educação e ao processo de democratização da escola, a saber, as concepções de democracia liberal, neoliberal e socialista marxiana, e analisou-se as implicações sócio-econômicas e culturais do período enfocado. Situa-se o objeto deste estudo sob o impulso da democratização político-formal pelo qual passou a sociedade brasileira e das mudanças no cenário político-econômico e cultural internacional nas duas últimas décadas do século XX, em que a educação básica adquire caráter de centralidade para impulsionar o desenvolvimento. A partir de princípios legais estabelecidos na Constituição Federal de 1988, na Lei 9.394/96, Lei de Diretrizes e Bases da Educação Nacional (LDB), entre outros, são asseguradas a igualdade de condições para o acesso e permanência na escola e a gestão democrática do ensino público. Sob a lógica capitalista, a escola assume caráter de neutralidade. Finalmente, a partir desses princípios, problematiza-se e analisa-se a ocorrência de diferenciação social no interior da escola e a escassa participação efetiva de pais e alunos na gestão escolar. A escola pública brasileira, ainda que destinada à população de baixa renda, não é una e nem neutra. / Abstract: This present study aims mainly to investigate the process of democratization of access to high school in the decades of 1980 as well as 1990, in Brazil. Such process of democratization of access to school is assessed as an everlasting phenomenon of contradictions expressed through social differentiation amongst students according to their social origins. It is considered that the conceptualization of democracy is multiple towards the conception of education, state and society. Thus, an approach of the conceptions of democracy related to education as well as to the process of democratization of school was performed, in order to obtain further knowledge on the concepts of liberal, neo-liberal and Marxist-socialist democracy, and the socio-economic and cultural implications of the aforementioned period were analyzed. The focus of this study is placed somewhere under the impulse of the political-formal democratization through which Brazilian society underwent along with the changes in the political-economical scenario, with international culture as a whole in the last two decades of the 20th century, in which basic education acquires a key feature character for the booting of development. Based on the legal principles established by the Federal Constitution of 1988, under law 9.394/96, Law of Guidelines and Basing of National Education (LDB), amongst others, the equality of conditions of access and endurance in school, as well as the democratic management of public education are granted. Under the capitalist logic, school takes a neutral stand. At last, based on these very same principles, the occurrence of social differentiation inside school campuses as well as the scarce effective actuation of parents and students over school administration shape themselves as a problem, and are, therefore, analyzed. / Mestre

Made available in DSpace on 2016-04-27T14:30:27Z (GMT). No. of bitstreams: 1 Jose Luis Feijo Nunes.pdf: 3679402 bytes, checksum: 09af990a0e3bc2c07dd2b6ffd04a374f (MD5) Previous issue date: 2010-05-07 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Discussions of the decentralization of education in Brazil do not constitute a political or theoretical newness. Since 1980s, and especially in 1990s, the ideological offensive of Neoliberalism on education has gained global proportions, culminating in a series of actions that led to educational reforms in various countries. In Brazil, a crucial aspect of these reforms is the introduction of several actions that have focused the decentralization of national basic education. Municipalization of primary education is one of the most striking features of those actions. Far from being educational democratization, school autonomy or the encouragement to the involvement of local communities, municipalization contributes overwhelming for a further fragmentation of national public education, creating conflicted and competitor educational systems. The importance of this issue for this study consists in the fact that we focus the decentralization of education, despite being a global and common feature in almost all Latin American countries, is also an option of the national bourgeoisie to keep intact the regional differences in the process of forming and schooling Brazilian population. Francisco Morato and São Bernardo do Campo cities are the research field, both of Sao Paulo. In those cities, we could observe the impact of educational municipalization in a city considered poor and another considered wealthy. Those municipalities that belong to the major economic center of Brazil present fragile characteristics of organization, control and management of educational resources. The impact of market pressure in the curricula, formation and career structure of teachers and of the management of these systems is another crucial consequence for the analysis of changes in the educational process. We will see that this is not only the pressure to educate for the skills and competencies necessaries for the Capitalism of the twenty-first century, but also the creation of educational markets, which handle a large amount for the acquisition and sale of materials that determine even the curriculum. In schools, we look at the applied municipalization and the practice of teachers in this universe. The daily life of teachers and their connection with their students are so enlightening for schools regarding curricula prescription and external evaluations that are subject to all students. Educators have to fight against these fragile educational systems or the primary public education will dismantle throughout the country / Não se constituem em novidade política ou teórica as discussões acerca da descentralização do ensino brasileiro. A partir da década de 1980 e, principalmente, na década de 1990, a ofensiva ideológica do neoliberalismo sobre a educação ganhou proporções mundiais, culminando num conjunto de medidas que levaram às reformas educacionais em praticamente todos os países. No Brasil, um aspecto decisivo destas reformas é a instituição de várias medidas que aprofundaram ainda mais a descentralização da educação básica nacional. A municipalização do ensino fundamental é uma das características mais marcantes desta etapa. Longe de significar a democratização do ensino, a autonomia das escolas ou o estímulo à participação das comunidades locais, a municipalização contribui, de forma arrasadora, para uma maior fragmentação da educação pública nacional, gerando sistemas de ensino municipais conflitantes e concorrentes. A importância deste tema para o presente estudo reside no fato de que defendemos, ao longo do trabalho, que a descentralização da educação, apesar de ser uma característica mundial e comum em praticamente todos os países da América Latina, é também uma opção da burguesia nacional por manter intactas as desigualdades regionais no processo de formação e de escolarização da população brasileira. A pesquisa tem como campo os municípios de Francisco Morato e São Bernardo do Campo, ambos na região da Grande São Paulo. Neles, pudemos observar o impacto da municipalização do ensino num município pobre e noutro considerado rico. Municípios pertencentes ao maior centro econômico do país apresentam características frágeis de organização, de controle e gestão dos recursos destinados à educação. O impacto da pressão do mercado nos currículos, na formação e na estrutura da carreira dos professores e na gestão destes sistemas é outra consequência decisiva para a análise destas transformações no processo educacional. Veremos aí que não se trata somente da pressão para educar para as habilidades e competências necessárias ao capitalismo do século XXI, mas também da criação dos mercados educacionais, que movimentam quantias vultosas para a compra e venda de materiais que determinam até mesmo o currículo. Nas escolas, observamos a municipalização na prática e a prática das professoras neste universo municipalizado. A vida cotidiana das professoras e a relação destas com seus alunos são tão esclarecedoras do funcionamento das escolas quanto os currículos prescritos e as avaliações externas a que estão sujeitos todos os alunos. Para nós, educadores, está colocada a luta para que não tenhamos nestes frágeis sistemas municipais de ensino o caminho traçado para o desmantelamento da educação pública básica em todo o país

Denna uppsats undersöker vilken roll två rektorer för gymnasieskolor spelar för hur den nya skollagen tolkas och implementeras. Tidigare forskning kring rektorrollen i Sverige har visat att  kommunaliseringsreformerna under 1990-talet ledde till att styrdokumenterna fick mycket större utrymme för tolkning. I detta läge har kontextuella faktorer blivit allt viktigare för att avgöra hur rektorer förhåller sig till styrdokumenterna.  Begrepp såsom styrmedel, ledarskapsnormer samt personliga normer är relevanta i detta avseende. Utgår man från fallstudiens empiriska material kan det föreslås att de två skolornas profil och organisation har en viktog roll i att avgöra vilka delar av skollagen de respektive rektorerna väljer att fokusera på. De här faktorerna bidrar således till hur rektorer väljer att betrakta sin roll in skollagens genomförande. Fallstudiens resultat diskuteras i ljuset av såväl tidigare forskning som samhällsdebatten kring utbildningsreformerna. På basis av den empiriska materialet resonerar uppsatsen att rektorerna har behållit ett visst mått av tolkningsutrymme vad gäller specifika åtgärder, trots att skollagen ökar statens juridiska makt överlag. Däremot anser rektorer att skollagens tydlighet på många punkter har gjort att rektorer upplever skollagens tolkningsutrymme som relativt begränsat. / This dissertation explores the role of two Swedish upper secondary school principals in the process of interpreting and implementing the Education Act. Previous research around the role of school principals in Sweden has shown that decentralization reforms in the 1990’s has resulted in much broader interpretative frameworks for central steering documents. In this situation contextual factors are important for determining how principals relate to central steering documents. Concepts such as governing tools, leadership style and personal norms are relevant in relation to this process. Based on the empirical material gathered in the case study it is suggested that the profile and internal organization of the two schools in question play an important role in determining which parts of the Act the respective principals choose to focus on. These factors thus help shape how the principal sees his/her role in the implementation of the Act. The results of the case study are discussed in the light of such previous research, as well as a wider political debate around the recent educational reforms. On the basis of the empirical material it is proposed that although the Education Act increases the judicial powers of school principals, principals still retain some independence vis-à-vis the state with regard to the implementation of certain specific measures contained within the Act. Nevertheless, principals express the view that the clarity of the Act on many points has ensured that the degree of free interpretive space experienced by principals with regard to the Act has been relatively small.

A new curriculum, the Curriculum Assessment Policy Statement (CAPS) was during 2012-2014 introduced in South African schools. The aim of this study was to gain an understanding of how the implementation process of the curriculum was perceived by teachers. The study examined what the teachers’ general opinions about CAPS were, what experiences they had from the training in relation to the implementation, what strategies they used to further their understanding about CAPS and which factors affected their ability to implement the curriculum. Eleven teachers were interviewed in order to answer the research questions. Findings from the interviews showed that a majority of the teachers believed that the training that was supposed to prepare them for the implementation of CAPS had several faults.

Made available in DSpace on 2014-06-11T19:28:04Z (GMT). No. of bitstreams: 0 Previous issue date: 2008-03-14Bitstream added on 2014-06-13T18:57:13Z : No. of bitstreams: 1 lima_al_me_mar.pdf: 944528 bytes, checksum: cfe53a7ddc7e431a85761ef33ff887af (MD5) / Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq) / O presente estudo tem por objetivo principal investigar o processo de democratização do acesso à escola média nas décadas de 1980 e 1990, no Brasil. Esse processo de democratização da escola é analisado como um fenômeno perpassado por contradições expressas por diferenciação social entre os alunos de acordo com a origem social. Considera-se que a conceituação de democracia é múltipla de acordo com a concepção de educação, de estado e de sociedade. Sendo assim, realizou-se uma abordagem das concepções de democracia relacionadas à educação e ao processo de democratização da escola, a saber, as concepções de democracia liberal, neoliberal e socialista marxiana, e analisou-se as implicações sócio-econômicas e culturais do período enfocado. Situa-se o objeto deste estudo sob o impulso da democratização político-formal pelo qual passou a sociedade brasileira e das mudanças no cenário político-econômico e cultural internacional nas duas últimas décadas do século XX, em que a educação básica adquire caráter de centralidade para impulsionar o desenvolvimento. A partir de princípios legais estabelecidos na Constituição Federal de 1988, na Lei 9.394/96, Lei de Diretrizes e Bases da Educação Nacional (LDB), entre outros, são asseguradas a igualdade de condições para o acesso e permanência na escola e a gestão democrática do ensino público. Sob a lógica capitalista, a escola assume caráter de neutralidade. Finalmente, a partir desses princípios, problematiza-se e analisa-se a ocorrência de diferenciação social no interior da escola e a escassa participação efetiva de pais e alunos na gestão escolar. A escola pública brasileira, ainda que destinada à população de baixa renda, não é una e nem neutra. / This present study aims mainly to investigate the process of democratization of access to high school in the decades of 1980 as well as 1990, in Brazil. Such process of democratization of access to school is assessed as an everlasting phenomenon of contradictions expressed through social differentiation amongst students according to their social origins. It is considered that the conceptualization of democracy is multiple towards the conception of education, state and society. Thus, an approach of the conceptions of democracy related to education as well as to the process of democratization of school was performed, in order to obtain further knowledge on the concepts of liberal, neo-liberal and Marxist-socialist democracy, and the socio-economic and cultural implications of the aforementioned period were analyzed. The focus of this study is placed somewhere under the impulse of the political-formal democratization through which Brazilian society underwent along with the changes in the political-economical scenario, with international culture as a whole in the last two decades of the 20th century, in which basic education acquires a key feature character for the booting of development. Based on the legal principles established by the Federal Constitution of 1988, under law 9.394/96, Law of Guidelines and Basing of National Education (LDB), amongst others, the equality of conditions of access and endurance in school, as well as the democratic management of public education are granted. Under the capitalist logic, school takes a neutral stand. At last, based on these very same principles, the occurrence of social differentiation inside school campuses as well as the scarce effective actuation of parents and students over school administration shape themselves as a problem, and are, therefore, analyzed.