This report is a survey study examining the educational practices of social sciences teachers,specifically addressing the phenomenon of social acceleration. Investigating teaching methods,challenges, and innovations, the study explores how educators adapt to the accelerated pace ofsocietal changes. Through a survey, the research provides valuable insights into the experiences ofsocial sciences teachers, offering a comprehensive understanding of the interplay between educationalpractices and the effects of social acceleration. The findings contribute to a nuanced perspective on theevolving landscape of social sciences education in response to rapid societal transformations. / <p>Godkänd 2024-01-19</p>

[pt] Em 2016, um grupo de alunos da PUC-Rio se mobilizou para criar uma iniciativa interdisciplinar de estudo e prática em jogos — hoje chamada de Rio PUC Games (RPG). Este movimento estudantil é composto por alunos de diferentes cursos de graduação, em sua maioria Design, que atuam em funções pertinentes ao desenvolvimento de jogos: artes, programação, design de jogos e produção. Reconhecendo a RPG como uma iniciativa singular, o objetivo geral desta tese foi investigá-la, buscando descrever, caracterizar e compreender de quais formas suas atividades podem inspirar novas práticas de ensino, em um contexto de design de jogos. A partir de uma revisão bibliográfica que abrangeu – para além da leitura clássica sobre jogos – novos paradigmas oriundos das ciências cognitivas, antropologia cultural e ciência da computação, construimos uma fundamentação teórica sobre a formação lúdica da sociedade – a partir do que chamamos de espírito lúdico – e o potencial expressivo e persuasivo dos jogos. Em seguida, descrevemos e analisamos as características das indústrias de jogos digitais, nos âmbitos nacional e internacional, por meio de um discurso crítico que destacou seus principais desafios atuais. Adicionalmente, foram apresentadas e comentadas as grades curriculares de algumas relevantes instituições de ensino nacionais e internacionais voltadas para a formação de profissionais para esta área de atuação, com a intenção de discutir quais perfis profissionais estão sendo priorizados; frente a estas informações, apresentamos o curso de Design em Mídia Digital da PUC-Rio e seu percurso curricular. Finalmente, por meio de uma observação participante que se estendeu por quase três anos, analisamos criticamente a Rio PUC Games no tocante à sua filosofia, estrutura, dinâmicas e práticas, trabalhos e contribuições, concluindo que, de fato, a RPG construiu um modelo de ensino onde não apenas habilidades técnicas em jogos são desenvolvidas, mas também qualidades fundamentais para o profissional do século XXI, tais como autonomia, confiança, organização, resiliência, cooperação, liderança e companheirismo. / [en] In 2016, a group of students at PUC-Rio gathered to create an interdisciplinary initiative to study and practice games – known today as Rio PUC Games (RPG). This movement is composed by students from different undergraduate courses, mostly Design, in which they operate on functions pertinent to game development: arts, programming, game design and production. Recognizing RPG as a singular initiative, the object of this thesis was to investigate it, seeking to describe, characterize and understand in which ways their activities can inspire new educational practices in the context of game design. Starting with a bibliographic review that spanned – beyond the classic literature on play and games – new paradigms arising from the cognitive sciences, cultural anthropology and computer science, we build a theoretical foundation on the ludic formation of society – from what is defined as the ludic spirit – and the expressive and persuasive potential of games. Next, we describe and analyze the characteristics of the video game industry, both national and international, by means of a critical discourse that pointed to its most current challenges. Additionally, we present and comment on the curriculum of relevant educational institutions dedicated to this field aiming at discussing which professional profiles are being prioritized; we then present the Design in Digital Media program at PUC-Rio and its curricular course. Finally, through a participatory observation that was conducted over almost three years, we analyzed the Rio PUC Games initiative in terms of its philosophy, structure, dynamics and practices, works and contributions, concluding that, in fact, RPG built a model of teaching where not only technical skills in games are developed, but also fundamental qualities for the professional of the 21st century, such as autonomy, confidence, organization, resilience, cooperation, leadership and companionship.

La présente étude traite de la problématique de la réussite scolaire chez les adolescentes âgées de 13 à 18 ans des lycées et collèges du département du Logone et Chari dans la région de l’Extrême-nord du Cameroun. Les filles de cette région font face à un certain nombre de difficultés liées à leur environnement, tant familial que scolaire, ainsi qu’à leurs propres attitudes qui compromettent leurs études. En dépit de ces écueils, certaines adolescentes réussissent à passer en classe supérieure avec des moyennes élevées et à décrocher leurs diplômes. Notre objectif en abordant cette recherche est d’étudier l’influence des facteurs personnels, familiaux et scolaires sur la réussite scolaire des adolescentes. En effet, nous nous sommes posé une question fondamentale, à savoir : quels sont les facteurs personnels, familiaux et scolaires qui prédisent le plus la réussite scolaire chez les adolescentes des lycées et collèges du département du Logone et Chari ? Pour répondre à cette préoccupation, quatre hypothèses nous ont guidé notamment une hypothèse générale intitulée « des facteurs personnels, familiaux et scolaires prédisent le plus la réussite scolaire chez les adolescentes des lycées et collèges d’enseignement général et technique, publics et privés du département du Logone et Chari », et trois hypothèses spécifiques : « les aspirations élevées contribuent à la réussite scolaire chez les adolescentes » ; « les attitudes éducatives parentales positives encouragent la réussite scolaire des adolescentes » et « les attitudes et les pratiques éducatives encourageantes des enseignants expliquent la réussite scolaire chez les adolescentes ». Trois questionnaires préalablement validés ont été administrés à un échantillon de 1031 adolescentes des lycées et collèges, de 1010 parents d’élèves, de 180 enseignants et 36 entretiens ont été conduits auprès de « femmes/filles sorties de l’école après y avoir réussi ». L’analyse des résultats a montré qu’il existe des corrélations significatives entre les différents facteurs personnels, familiaux et scolaires et la réussite scolaire chez les adolescentes. Nous avons suggéré quelques recommandations aux responsables du ministère des enseignements secondaires, aux parents et aux enseignants pour une meilleure implication des uns et des autres dans la réussite scolaire des adolescentes. Enfin, des propositions des recherches complémentaires ont été suggérées dans l’optique de pallier les limites mentionnées à la présente étude / This study focuses on the problem of the school success of the teenage girls between the ages of 13-18 in the secondary and high schools of the Logone and Chari division, in the far-north region of Cameroon. Girls in this region face a number of problems related to their environment, family as well as academic due to their attitude which affect their studies. Inspite of these difficulties some young girls succeed in their studies. Our aim is to study the influence of individual, family and school factors on the school performance of the girl child. In effect we have raised one fundamental question in order to know: what are the individual, family and school factors which have to do with the teenage girl which determine their school success? In answering these question, the following hypotheses guided us: a main hypothese entitles “personal, family and school factors favour school success among the teenage girls in government and private secondary and high school both general and technical of Logone and Chari division” and tree specific hypotheses: “high aspirations contributed to school success among teenage girls”; “the attitudes and parental positives educational encourage school success of teenage girls” and “the attitudes and positives educational practices of teachers explain school success among teenage girls”. Tree questionnaires and a pilotated interview guide were administrated to a sample of 1031 teenage girls of secondary and high school, 1010 parents of students, 180 teachers and 36 “women/girls who succeeded in school before leaving”. The analysis of results showed that there are significant correlations among individual, family and school success factors and the school success teenage girls. In conclusion, we made some suggestions on areas of intervention to the hierarchy of the ministry of secondary education, to parents and to teachers in order to involve each of them in the school success of girls and make them more resilient. At the end some proposal, for further researches were made with the view to amend the limits of research

« L'École au centre de la vie de la " communauté " ». La politique éducative sud-africaine a fait de ce slogan un moteur pour remédier aux inégalités scolaires héritées de l'apartheid au moyen de la gestion décentralisée des écoles. Mais comment répondre à cette injonction dans un pays où la notion de « communauté » est associée à la politique d'apartheid et où, à l'ère démocratique, les clivages sociaux et spatiaux restent forts ? Cette recherche déconstruit d'abord la notion de « communauté » et propose une analyse sous l'angle du lien social pour la dissocier de son contenu idéologique. À partir de l'étude ethnographique d'une bourgade rurale du KwaZulu-Natal, « racialement » et socialement mixte, elle explore les liens sociaux à l’œuvre. Après avoir mis en évidence l'existence d'un quasi-marché scolaire, la thèse montre, à travers les stratégies des écoles et les pratiques des parents, comment l'École vient consolider, maintenir ou fragiliser le lien social et œuvrer ou pas à « faire communauté ». / "Schools as centres of community life". The South African educational policy has used this motto as a driving force to reduce educational inequalities inherited from the apartheid era by decentralising governance at school level. In a country where the idea of "community" is linked to apartheid and where social and spatial cleavages remain strong in the democratic era, to what extent is it possible to achieve this goal? This research first deconstructs the notion of "community" and presents an analysis structured around the notion of social link, thus dissociating the concept of "community" from its ideological content. Based on an ethnographic study conducted in a "racially" and socially mixed rural town in KwaZulu-Natal, this research explores the social links at work. The thesis first reveals the emergence of a quasi-market situation among schools and then looks at schools' strategies and parental practices to show how the school system strengthens, maintains or weakens the social link and contributes or not to "fostering a sense of community".

Made available in DSpace on 2016-04-26T20:26:15Z (GMT). No. of bitstreams: 1 Laura Martins Maia de Andrade.pdf: 827603 bytes, checksum: 751f69b3caba07704c627ff34344a5f5 (MD5) Previous issue date: 2007-11-07 / The present report studies the Brazilian legislation regarding environmental education, focusing on environmental ethics proposing a broader than the anthropocentric point of view, which has been adopted by nation s juridical ordinance. In order to better enlighten the environment s ethical aspects, sufficient to the needful transformations, tending to a proper, efficient and continued environmental protection practice, we make note to the working environment, in which human health conservation and respect to a person s dignity is imperative, taking it as a start point for inputting new paradigms, aiming to achieve not only a fair balance between workers health and the several aspects of the environment, but also the harmony among all life forms. The new vision, now studied, considers all living creatures as essential and surpasses, because its broad spectrum, the long time used anthropocentric point of view in which human beings dominate and overcome other life forms, simply owned and studied as mere objects, from scientific contents lacking kindness guided only by pure rationality. The environment within the presented holistic paradigms comprehends the human person, valued as whole being, provided with rationality and sensibility, life and materiality, feelings and a soul. This approach tends to a comprehension and placing of all living creatures within an organic group, able to be learned either by a rational as much as by an intuitive and kind aspect. We pursued to assess the compatibility between common practices of economical activities with environmental preservation, meeting the Federal Constitution s commandments starting at environmental education, practiced under observance of new ethical guidelines, as an innovative human behavior. The proposed educational practices are, therefore, educational resources meant to those who are responsible and develop the economic activities, the latter using primarily a kind approach, directed for a to feel and a to live human experience thus not only rationality, which could transform procedures facing an inexcusable need to promote and maintain the planet s environmental balance, starting at the owners of the means of production and multiplying knowledge and the new holistic vision to the coworkers, who will be able to develop useful skills to maintain one s physical, mental and moral integrity / O presente trabalho estuda a legislação brasileira concernente à educação ambiental, sob o enfoque da ética ambiental, propondo visão mais ampla que a antropocêntrica, adotada pelo ordenamento jurídico pátrio. Para melhor evidenciarmos os aspectos ético-ambientais, suficientes às necessárias transformações tendentes à prática adequada, eficaz e continuada da proteção do meio ambiente, destacamos o meio ambiente do trabalho, em que é preponderante a conservação da saúde humana e o respeito à dignidade da pessoa, tomando-o como ponto de partida para a apropriação de novos paradigmas, visando a obter o justo equilíbrio não apenas entre a saúde dos trabalhadores e o meio em seus variados aspectos, mas a harmonia de todas as formas de vida. A nova visão, que ora estudamos, considera essenciais todos os seres vivos e ultrapassa, por sua abrangência, a visão antropocêntrica há muito adotada, em que o humano domina e prevalece sobre as outras formas de vida, tidas e estudadas como meros objetos, a partir de conteúdos científicos esvaziados de sensibilidade, guiados apenas pela razão pura. O meio ambiente, dentro dos paradigmas holísticos propostos, compreende a pessoa humana, que é valorizada enquanto ser integral, dotado de razão e de sensibilidade, de vida e de materialidade, de alma e sentimentos. A abordagem tende à compreensão e apropriação de todos os seres vivos dentro de um conjunto orgânico, passível de ser apreendido tanto pela razão, quanto pela intuição e pela sensibilidade. Buscamos aferir a compatibilidade do exercício regular da atividade econômica com a preservação ambiental, atendendo aos comandos da Constituição Federal, a partir da educação ambiental, praticada com observância de novos preceitos éticos, como elemento renovador do comportamento humano. As práticas educativas propostas são, pois, recursos de conscientização destinados àqueles que desenvolvem e são responsáveis pela atividade econômica, práticas estas que utilizam primordialmente abordagens sensíveis, as quais se dirigem ao sentir e vivenciar humanos, e não apenas à razão, e que podem transformar condutas diante da inescusável necessidade de promover e manter o equilíbrio do ambiente planetário, começando pelos detentores dos meios de produção e multiplicando conhecimentos e a nova visão holística aos trabalhadores, que poderão desenvolver habilidades úteis à conservação de sua integridade física, mental e moral

Made available in DSpace on 2016-04-28T20:56:18Z (GMT). No. of bitstreams: 1 Mercedes Accorsi.pdf: 2178395 bytes, checksum: e8a187f054c50d3bf007cd9dcf999af8 (MD5) Previous issue date: 2010-10-21 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This study aimed to investigate the socio-educational practices implemented by caring adults responsible for children and adolescents education in a House- Home of the Greater São Paulo, Brazil, and to analyze those practices as part of a process of family socialization. Authors such as Hannah Arendt, Paulo Freire, Dulce Critelli, M. L. Marcilio are theoretical references that allowed to reflect on the meaning of intersubjective exchanges, daily actions and social habits that develop in its context under which the humanizing conditions offers. It was developed a qualitative research inspired by phenomenology, in terms of interviews that formed six visits. The interviews were to verify the caring adults understanding about their social and educational practices when interacting with children in shelters, and took place in approximately one hour. The fed back were presented as part of the process of consultation between the researcher and interviewee and lasted two hours. This practice is conceived as an offshoot of the reflexive interview developed by Szymanski which designed to offer a span of attention and appreciation of the dialogue as a way of reflecting on educational practice activities in day-to-day. Respondents understood the moments experienced as a space for free expression of their ideas, their concepts of life, work and also, as opportunity to rethink the conditions for caregivers, educators and guardians responsible for children and adolescents who are under their care, even provisionally / Este estudo teve por finalidade investigar as práticas sócio-educativas implementadas por adultos cuidadores responsáveis pela educação de crianças e adolescentes em uma casa-lar da grande São Paulo e analisá-las como parte de um processo de socialização familiar. Autores como Hannah Arendt, Paulo Freire, Dulce Critelli, M.L. Marcilio, são os referenciais teóricos que possibilitaram um refletir sobre o sentido das trocas intersubjetivas, ações cotidianas e hábitos sociais que se desenvolvem no contexto das condições humanizadoras que o abrigo oferece. Desenvolveu-se uma pesquisa qualitativa inspirada na fenomenologia, nas modalidades de entrevistas e registro de observações que se constituíram em seis visitas ao local. As entrevistas visaram verificar como os adultos cuidadores compreendem suas práticas sócio-educativas no interagir com crianças abrigadas. Ocorreram por aproximadamente uma hora. As devolutivas foram apresentadas como parte do processo de reflexão entre pesquisadora e entrevistados e tiveram a duração de cerca de duas horas. Concebe-se essa prática como um desdobramento da entrevista reflexiva desenvolvida por Szymanski destinando a oferecer um espaço de atenção e valorização do diálogo, como modo de reflexão sobre as práticas educativas exercidas no dia-adia. Os entrevistados compreenderam os momentos vividos como um espaço de livre expressão de suas idéias, de suas concepções de vida e trabalho e, como oportunidade de repensarem sobre as condições de cuidadores, educadores e guardiães responsáveis pelas crianças e adolescentes que estão sob seus cuidados, mesmo que provisoriamente

Made available in DSpace on 2016-04-28T20:56:27Z (GMT). No. of bitstreams: 1 Mariam Deborah Santos Vezneyan.pdf: 4232459 bytes, checksum: 358aa1a3e4a2a3ff34346490ff62dd4d (MD5) Previous issue date: 2011-11-18 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This work s objective has been to understand Reflexive Meetings, carried out with women-mothers as an experiment in psycho-educational care, in a dialogical education perspective. A qualitative study of interventional character was carried out as part of a comprehensive research project the Articulation and Dialogue Project with the aim of following the construction process of projects articulated among different educational contexts, within a community located in the outskirts of the city of São Paulo. The research situation is constituted by the observation and participation in 3 Reflexive Meetings, which were recorded, transcribed, read, and re-writen, thus originating 3 reference texts, designated as meeting descriptions. Subsequently, the units of meaning of all descriptions were sought out and grouped into constellations , and analyzed according to Paulo Freire s theoretical framework. The analysis revealed that the world experienced during childhood by those women-mothers (most of which were born in the Brazilian Northeast), was characterized by survival challenges and by the authoritarian educational practices that were utilized by their families of origin. The world experienced at present by the women-mothers also places before them great challenges, chiefly due to the lack of financial resources and the situation of vulnerability in which their children find themselves: drugs, sexuality, early pregnancy, pedophilia, as well as the influence of the media and virtual world technologies. The women-mothers endeavor to use educational practices that are different from those with which they were raised, and they triy to protect their children by means of affectivity and dialogue, although they encounter some difficulties to talk/act, especially when the issues involve the theme of sexuality. The analyzed Reflexive Encounters can be understood, then, as an endeavor in psycho-educational care, in as much as the discussions, experience sharing and reflections that the women-mothers carried out regarding the challenges inherent to the responsibility of educating their children comprised an experience of dialogue and pointed to educational practices in a dialogical perspective / O objetivo deste trabalho foi compreender os Encontros Reflexivos, desenvolvidos junto a mulheres-mães, enquanto proposta de atenção psicoeducativa, numa perspectiva de educação dialógica. Realizou-se um estudo qualitativo, de cunho interventivo, inserido num projeto de pesquisa mais amplo Projeto Articulação e Diálogo que visava acompanhar o processo construtivo de propostas articuladas entre diferentes contextos educativos, em uma comunidade da periferia da cidade de São Paulo. A situação de pesquisa constituiu-se no acompanhamento e participação em 3 Encontros Reflexivos, que foram gravados, transcritos, lidos e reescritos, dando origem a 3 textos de referência, denominados descrições dos encontros. Em seguida buscaramse em todas as descrições as unidades de significado, que foram agrupadas em constelações e analisadas à luz do referencial de Paulo Freire. A análise revelou que o mundo vivido pelas mulheres-mães (sendo a maioria natural do Nordeste), durante a infância, foi marcado por dificuldades de sobrevivência e por práticas educativas autoritárias, utilizadas por suas famílias de origem. O mundo vivido atualmente pelas mulheres-mães também impõe grandes desafios, principalmente pela falta de recursos financeiros e pela situação de vulnerabilidade imposta aos filhos: drogas, sexualidade, gravidez precoce, pedofilia, influência da mídia e de tecnologias virtuais. As mulheresmães empenham-se em utilizar práticas educativas diferentes daquelas com que foram educadas e tentam proteger os filhos através da afetividade e do diálogo, embora encontrem dificuldades para falar/agir com os filhos, principalmente, quando a questão envolve o tema sexualidade. Os Encontros Reflexivos analisados podem, portanto, ser compreendidos enquanto uma proposta de atenção psicoeducativa, na medida em que as discussões, trocas de experiências e reflexões, realizadas pelas mulheres-mães, sobre os desafios inerentes à responsabilidade de educarem os filhos, constituíram uma experiência de diálogo e apontaram para práticas educativas numa perspectiva dialógica

Made available in DSpace on 2016-04-28T20:57:14Z (GMT). No. of bitstreams: 1 isabel.pdf: 1058986 bytes, checksum: e20efcd5cf981bdfd9ed317fd48b5875 (MD5) Previous issue date: 2007-05-10 / Having like reference a reflection of B. F. Skinner about Education and its considerations about the use coercive practices noxious effects and considering that these ones do present in our society, it developed the present work that had as objective to identify there was the coercive practices use during teachers' Fitness pedagogical activities, and, in positive case, propose intervention in the sense of decreasing the frequency of such practices. The work was going developed in a Beneficent Institution located in São Paulo's city. They were participants three professionals that exercised the educator function in footsal, volleyball, and capoeira modalities. The data were going obtained for question (structured and informal situations) and for observation in natural context (the different modalities classes). The intervention proposal involved three stages: 1) Pre-intervention observation of three classes, of each modality, for coercive practices presents detection during the pedagogical activities; 2) Intervention - classes observation and discussion of encounter, with the educator about situations evidenced in the pedagogical interactions; the observed classes set varied between 8 and 10, for teacher; 3) Post-intervention observation of three classes, of each modality, with the goal of verifying the intervention effects. In Pre-intervention, it detected the coercive practices use in three different situations: a) the inadequate behaviors occurrence by the students; b) the incorrect behaviors occurrence; and c) like form of motivating the group. It verified that the occurrence of such coercive practices was current of the educators inability in the performance of your function and how certain contexts favored the inadequate behaviors appearance: a) organization lack during the teaching activities; b) lines frequent use during the movements teaching; c) information clearness excessive number and lack in the supplied instructions; d) classes planning lack; e) teacher's attention occasioning inadequate behaviors and not academic behaviors. During the Intervention process, the relative information to the observed educational practices were going treated having like model the Functional Analysis, what it allowed select the situations that would be objective of discussion with the teachers. The intervention it showed efficient, since, among the reached results, there was teachers actions alteration, in the sense of administer their classes in a reforce ambient, and not coercive. For so much, it was fundamental the modification in the teaching own activities - the teachers proceeded creating situations that favored the academic behaviors emission, behaving incompatible or that turned less probable the inadequate behaviors emission by the students, the which ones would passed be reforces consequences objectives. The obtained data allow to suggest that there is coercive practices use for educators when its pedagogical proposals are little efficient / Tendo como referência a reflexão de B. F. Skinner sobre Educação, e suas considerações sobre os efeitos nocivos do uso de práticas coercitiva, o presente trabalho teve como objetivos identificar o uso de tais práticas nas atividades pedagógicas de professores de Educação Física, e, em caso positivo, propor intervenção no sentido de diminuir a freqüência de tais práticas. O trabalho foi desenvolvido em uma instituição beneficente, localizada na cidade de São Paulo. Foram participantes três profissionais que exerciam a função docente nas modalidades de futsal, voleibol e capoeira. Os dados foram obtidos por questionamento, (em situações estruturadas e informais), e por observação, nas aulas das diferentes modalidades. A proposta de intervenção envolveu três etapas: 1) Pré-intervenção observação de três aulas, de cada modalidade, para detecção das práticas coercitivas; 2) Intervenção observação de aulas e encontro de discussão, com o docente, sobre situações evidenciadas nas interações pedagógicas. O conjunto de aulas observadas variou entre 8 e 10, por professor; 3) Pós-intervenção observação de três aulas, de cada modalidade, com o objetivo de verificar os efeitos da intervenção. Na Pré-Intervenção, detectou-se o uso de práticas coercitivas em três situações diferentes: a) na ocorrência de comportamentos inadequados pelos alunos; b) na ocorrência de comportamentos incorretos; e c) na intenção de motivar a turma. Constatou-se que a ocorrência de práticas coercitivas era decorrente da inabilidade dos docentes no desempenho de sua função e que determinados contextos favoreciam a eclosão de comportamentos inadequados: a) falta de organização nas atividades de ensino; b) uso freqüente de filas durante o ensino de movimentos; c) número excessivo de informações e falta de clareza nas instruções fornecidas; d) falta de planejamento das aulas; e) atenção do professor consequenciando comportamentos inadequados e não comportamentos acadêmicos. Durante o processo de intervenção, as informações relativas às práticas educativas observadas foram tratadas tendo como modelo a Análise Funcional, o que permitiu elencar as situações tomadas como alvo de discussão com os docentes. A intervenção mostrou-se eficiente, já que, dentre os resultados alcançados, houve alteração das ações dos professores, no sentido de ministrarem suas aulas em um ambiente reforçador, e não coercitivo. Para tanto, foi fundamental a modificação nas próprias atividades de ensino - os professores passaram a criar situações que favoreciam a emissão de comportamentos acadêmicos, portando incompatíveis ou que tornavam menos provável a emissão de comportamentos inadequados pelos alunos, os quais passaram a ser alvo de conseqüências reforçadoras. Os dados obtidos permitem sugerir que há uso de práticas coercitivas por docentes quando suas propostas pedagógicas são pouco eficientes

O Programa de Reflexões e Debates para a Consciência Negra é um projeto político-pedagógico que desenvolveu uma metodologia de implementação da Lei n. 10.639 de 2003 em todas as disciplinas que compõem o currículo escolar do ensino médio. Esse projeto é realizado em uma unidade escolar de formação de ensino médio, situada no bairro de Quintino Bocaiúva, zona norte, da cidade do Rio de Janeiro, entre os anos de 2004 e 2008, especificamente no turno da noite. A promulgação dessa lei criou a obrigatoriedade de inserção dos conteúdos de História Africana e Cultura Afro-brasileira, nos currículos escolares em âmbito nacional. A partir da metodologia desenvolvida pelo Programa de Reflexões e Debates para a Consciência Negra, investigam-se, no presente trabalho, os sujeitos educativos, as práticas pedagógicas, a cultura escolar e as tensões e negociações cotidianas que ocorreram no processo de realização dessa nova proposta curricular. Para a realização desta análise foram utilizadas como aporte teórico-metodológicos teorias de Análise de Discurso (AD), estudos culturais sobre currículo e estudos etnográficos dos espaços educativos, para se compreender o contexto escolar e suas (re)configurações. As análises revelaram que a implementação da lei provocou a construção e reconstrução interna de estratégias e metodologias de trabalho. E que estas ações institucionalizaram internamente esta prposta curricular como missão institucional escolar, e ao mesmo tempo, a projetou para fora dos muros escolares criando diálogos e parcerias com demais setores da sociedade. / The Reflections Program and Debates for the Black Consciousness is a political-pedagogical project that developed a methodology for implementation of Law No. 10,639 of 2003 in all disciplines that comprise the curriculum of the school. This project is carried out in a school unit training school located in the neighborhood of Quintino Bocaiúva, north of the city of Rio de Janeiro, between the years 2004 and 2008, especially on the night shift. The enactment of this law created the mandatory inclusion of the contents of African History and Afro-Brazilian Culture, in school curricula nationwide. Based on the methodology developed by Reflections and Debate Program for Black Consciousness, can be investigated in this study, subjects educational, teaching practice, school culture and everyday tensions and negotiations that occurred in the process of realization of this new proposal curriculum. To conduct this analysis were used as the theoretical and methodological theories of Discourse Analysis (DA), cultural studies and ethnographic studies on curriculum of educational spaces, to understand the school context and its (re) configuration. The analysis revealed that the implementation of law caused the internal construction and reconstruction strategies and metologias work. And these actions internally institutionalized this curriculum as institutional mission school, and at the same time, the projected outside the school walls creating dialogues and partnerships with other sectors of society.

The purpose of this study is to examine through a phenomenological approach the impact of the instructional practices of three African-American female teachers on the learning outcomes in mathematics of third- to fifth-grade African-American males. The research design of this study utilized a qualitative and quantitative phenomenological model to examine a particular group of teachers and their students at a suburban metro Atlanta school district. The researcher conducted data analysis using a variety of statistical testing to examine the relationships between student learning outcomes and gender, race, teacher perceptions and beliefs, teacher expectations, teacher-student interactions, student behavior, differentiated learning, and parental influences for each grade level. The findings from this research show how both internal and external factors can contribute to student learning outcomes as well as how common themes emerged related to pedagogical practices. Moreover, the results of the study indicate that educators must come to terms with the reality of their teaching practices. The study shows how three African-American teachers successfully promoted effective teaching practices that provided an equitable learning environment that impacted both the quality and quantity of teaching and learning for African-American students in their learning outcomes.