<p>The purpose of this thesis is to investigate patterns in educational enrollment and attainment in educational levels among women in South Africa. Some evidence from the literature suggest a slow increase in women&rsquo / s education and employment opportunities in South Africa. However, little is known about the way in which this slow pattern reflects at all levels and fields of education with special reference to the female population in South Africa. The thesis aims at examining changes of attainment in women&rsquo / s education from a sociodemographic perspective between 2004 and 2007. Factors affecting women&rsquo / s education in South Africa are also considered as they play major roles in women&rsquo / s enrollment and completion at school. The study focuses on women through different social and demographic attributes, by taking account of variables such as age, education attainment, geographic areas, population group to name but a few. All educational institutions are covered and two female groups are considered, women at school and women who left school. The study makes use of already existing data from General Household Survey conducted in 2004 and 2007 respectively, to bring some comparative perspective. The scope of the study is national in that, all the nine provinces are covered making distinction of rural and urban areas.</p>

<p>The purpose of this thesis is to investigate patterns in educational enrollment and attainment in educational levels among women in South Africa. Some evidence from the literature suggest a slow increase in women&rsquo / s education and employment opportunities in South Africa. However, little is known about the way in which this slow pattern reflects at all levels and fields of education with special reference to the female population in South Africa. The thesis aims at examining changes of attainment in women&rsquo / s education from a sociodemographic perspective between 2004 and 2007. Factors affecting women&rsquo / s education in South Africa are also considered as they play major roles in women&rsquo / s enrollment and completion at school. The study focuses on women through different social and demographic attributes, by taking account of variables such as age, education attainment, geographic areas, population group to name but a few. All educational institutions are covered and two female groups are considered, women at school and women who left school. The study makes use of already existing data from General Household Survey conducted in 2004 and 2007 respectively, to bring some comparative perspective. The scope of the study is national in that, all the nine provinces are covered making distinction of rural and urban areas.</p>

Submitted by Valquíria Barbieri (kikibarbi@hotmail.com) on 2017-05-25T21:41:13Z No. of bitstreams: 1 TESE_2014_Nileide Souza Dourado.pdf: 4163779 bytes, checksum: ca19d3d398c679f1d78ba29692a420e5 (MD5) / Approved for entry into archive by Jordan (jordanbiblio@gmail.com) on 2017-05-26T11:39:27Z (GMT) No. of bitstreams: 1 TESE_2014_Nileide Souza Dourado.pdf: 4163779 bytes, checksum: ca19d3d398c679f1d78ba29692a420e5 (MD5) / Approved for entry into archive by Jordan (jordanbiblio@gmail.com) on 2017-05-26T11:56:20Z (GMT) No. of bitstreams: 1 TESE_2014_Nileide Souza Dourado.pdf: 4163779 bytes, checksum: ca19d3d398c679f1d78ba29692a420e5 (MD5) / Made available in DSpace on 2017-05-26T11:56:20Z (GMT). No. of bitstreams: 1 TESE_2014_Nileide Souza Dourado.pdf: 4163779 bytes, checksum: ca19d3d398c679f1d78ba29692a420e5 (MD5) Previous issue date: 2014-04-29 / Evidenciar as diversas modalidades do fazer educacional - de natureza escolar e não sistematizada - foi o objeto da presente tese. Para isso, lançou-se mão das categorias “educar” e “instruir”, importantes auxiliares na compreensão dos aprendizados realizados no espaço das práticas educativas dinamizadas por colonizadores e colonizados e reveladas nos espaços de sociabilidade da capitania de Mato Grosso, particularmente na Vila Real do Senhor Bom Jesus do Cuiabá e em Vila Bela da Santíssima de Trindade. A inclusão de um olhar mais ampliado sobre o cenário educacional nessa região de sertão e fronteira, nos anos setecentos e oitocentos, somente foi possível pela apropriação de um conjunto documental raríssimo, portador de informações ricas em dados sobre as práticas educativas culturais e de escolarização na capitania de Mato Grosso. No campo da educação formal, foi dada ênfase para as reformas, seja pela instituição de aulas régias em Cuiabá e Vila Bela, nos concursos para provimento das cadeiras, na contratação e atuação de professores régios, substitutos e particulares, nas reformas de escolas e também no deslocamento de alunos mato-grossenses para os estudos superiores em Portugal, dentre outros aspectos. Nessa medida, a instituições – as Câmaras Municipais, a Igreja, os Militares e os Homens de Ciência – foram fundamentais para se compreender o papel desses agentes no cenário colonial e sua estreita relação com o educar e instruir. O estudo chamou também a atenção para a dimensão não escolar, manifesta pela circularidade de saberes necessários para o desenvolvimento de atividades técnicas de engenharia militar e de ensino de ofícios, imprescindíveis na construção e garantia da segurança na fronteira oestina. Michel de Certeau, Roger Chartier, Norbert Elias, Carlo Ginzburg, Comenius, Sérgio Buarque de Holanda instrumentalizaram e ofereceram as lupas com as quais foi possível enxergar os lugares das práticas educativas e de escolarização dos moradores da Vila de Cuiabá e Vila Bela. Com eles, foi possível trabalhar, no campo da História Cultural, com as categorias de educação e instrução produzidas no contexto da Ilustração, e que embasaram as Reformas Pombalinas da Educação. Nessa construção, a então empiria tradicionalmente utilizada pela historiografia foi enriquecida com documentos inéditos, tendo sido analisada em estreito diálogo a produção historiográfica contemporânea que trata do território brasileiro e mato-grossense nos setecentos e primeira metade dos oitocentos. Para isso, necessário se fez ampliar as abordagens tendo por pano de fundo as relações de sociabilidade presentes no interior do território mato-grossense, tenham sido elas manifestas no âmbito escolar ou na dimensão não escolar. / Highlight the various forms of education do - school and non-systematic nature - was the object of this thesis. For this, it employed the categories " educate " and "train " , important aids in the understanding of learning achieved in the space of educational practices streamlined by colonizers and colonized and revealed in the social spaces of the captaincy of Mato Grosso , particularly in the Village real Good Jesus of the Cuiabá and Vila Bela the Holy Trinity. The inclusion of a broader look at the educational landscape in this region and the hinterland border, in years seven and eight was only possible by the appropriation of a rare set of documents, carries rich information on data on cultural and educational practices of schooling in captaincy of Mato Grosso. In the field of formal education , emphasis was given to the reforms , either by the institution of royal classes in Cuiaba and Vila Bela , the procedures used to fill the seats , the hiring and activities of royal teachers , substitutes and individuals, in schools , and reforms also displacement of Mato Grosso students for higher studies in Portugal, among other aspects . To that extent, the institutions - the municipalities, the Church, the Military and the Men of Science - were fundamental to understand the role of these agents in the colonial setting and its close relationship with educating and instructing. The study also drew attention to the non-school dimension, manifested by the circularity of knowledge necessary for the development of technical activities of military engineering and teaching crafts, essential in building and ensuring security in oestina border. Michel de Certeau , Roger Chartier, Norbert Elias , Carlo Ginsburg, Comenius, Sergio Buarque Holanda commodification and offered loupes with which it was possible to see the places of educational practices and education of the residents of the Village of Cuiabá and Vila Bela. With them, it was possible to work in the field of cultural history, with the categories of education and instruction produced in the context of the Enlightenment, and that supported the reforms of Pombal Education. In this construction, then empiricism traditionally used by historiography was supplemented with unpublished documents have been analyzed in close dialogue with contemporary historiographical production that comes from the Brazilian Mato Grosso and territory in the first half and seven of eight . For this, it was necessary to extend the approaches with the backdrop of the relations of sociability present within the territory of Mato Grosso; they have been manifest in the school or non-school dimension.

Magister Philosophiae - MPhil / The purpose of this thesis is to investigate patterns in educational enrollment and attainment in educational levels among women in South Africa. Some evidence from the literature suggest a slow increase in women's education and employment opportunities in South Africa. However, little is known about the way in which this slow pattern reflects at all levels and fields of education with special reference to the female population in South Africa. The thesis aims at examining changes of attainment in women's education from a sociodemographic perspective between 2004 and 2007. Factors affecting women's education in South Africa are also considered as they play major roles in women's enrollment and completion at school. The study focuses on women through different social and demographic attributes, by taking account of variables such as age, education attainment, geographic areas, population group to name but a few. All educational institutions are covered and two female groups are considered, women at school and women who left school. The study makes use of already existing data from General Household Survey conducted in 2004 and 2007 respectively, to bring some comparative perspective. The scope of the study is national in that, all the nine provinces are covered making distinction of rural and urban areas. / South Africa