Made available in DSpace on 2014-06-11T19:29:04Z (GMT). No. of bitstreams: 0 Previous issue date: 2004-05-17Bitstream added on 2014-06-13T20:18:49Z : No. of bitstreams: 1 moraes_rg_me_assis.pdf: 249706 bytes, checksum: a4e6c755973ad6842047fa6451d81d04 (MD5) / Esse trabalho foi realizado em uma escola de nível Fundamental e Médio, da rede pública de ensino do Estado de São Paulo, com cerca de 1300 alunos, no município de Assis. Através de uma problematização do Regimento Escolar e do livro de Ocorrências Disciplinares, procuramos cartografar de que maneira, através de práticas normativas, a instituição escolar vai adestrando seu olhar sobre a clientela, produzindo categorias, comparando e individualizando os alunos; terminando por produzir uma forma de subjetividade que seria a do educando, ou o sujeito pedagógico. Enfatizamos no trabalho os dispositivos (re)atualizados pela escola em seu projeto de normalização social, que seriam os dispositivos de visibilidade, de enunciação, de sanção normalizadora e de produção de subjetividade que aparecem nas regras de funcionamento e nas ocorrências disciplinares da escola. / The present work was carried out at a public elementary-and-high School from São Paulo state (in Brazil). About a thousand three hundred students attend this School, which is located at the municipality of Assis - São Paulo. According to an analysis about the School Regiment and the book of non-discipline events, we tried to map how the School, based on its practical rules, keeps on modifying its conception about its 'customers' producing status, comparing and turning so individual its own ideas about the students. This way, the School produces a kind of a subjective view on the student - or the educational subject. In this present work we gave emphasis on the devices which were updated by the School at its Project of social normalization. Those devices are about 'visibility', enunciation, normalization ratification and production of subjectivity that appears on the rules of operation and on the non-discipline events at the School.

Orientador: Sônia Aparecida Moreira França / Banca: Maria Regina Ribeiro Salotti / Banca: João Batista Martins / Resumo: Esse trabalho foi realizado em uma escola de nível Fundamental e Médio, da rede pública de ensino do Estado de São Paulo, com cerca de 1300 alunos, no município de Assis. Através de uma problematização do Regimento Escolar e do livro de Ocorrências Disciplinares, procuramos cartografar de que maneira, através de práticas normativas, a instituição escolar vai adestrando seu olhar sobre a clientela, produzindo categorias, comparando e individualizando os alunos; terminando por produzir uma forma de subjetividade que seria a do educando, ou o sujeito pedagógico. Enfatizamos no trabalho os dispositivos (re)atualizados pela escola em seu projeto de normalização social, que seriam os dispositivos de visibilidade, de enunciação, de sanção normalizadora e de produção de subjetividade que aparecem nas regras de funcionamento e nas ocorrências disciplinares da escola. / Abstract: The present work was carried out at a public elementary-and-high School from São Paulo state (in Brazil). About a thousand three hundred students attend this School, which is located at the municipality of Assis - São Paulo. According to an analysis about the School Regiment and the book of non-discipline events, we tried to map how the School, based on its practical rules, keeps on modifying its conception about its 'customers' producing status, comparing and turning so individual its own ideas about the students. This way, the School produces a kind of a subjective view on the student - or the educational subject. In this present work we gave emphasis on the devices which were updated by the School at its Project of social normalization. Those devices are about 'visibility', enunciation, normalization ratification and production of subjectivity that appears on the rules of operation and on the non-discipline events at the School. / Mestre

Denna studie har granskat nedanstående frågeställningar, där punkt 2 varit i huvudfokus. 1. I vilken omfattning anser gymnasielärare att förkunskaperna i bråkräkning brister hos nyblivna gymnasieelever och vilka konsekvenser anser lärarna att sådana brister får när det gäller elevernas möjligheter att tillgodogöra sig gymnasiets matematikundervisning? 2. Vilka strategier använder gymnasielärare för att hantera bristande förkunskaper i bråkräkning och på vilka grunder vilar dessa strategier? Bakgrunden till studien var en uppfattning att förkunskapsbristerna i bråkräkning hos nyblivna gymnasieelever är utbredda och att gymnasielärare på något sätt behöver finna sätt att förhålla sig till dessa brister. Tidigare forskning indikerade stora brister i förkunskaper. Det teoretiska ramverket utgick bland annat från den didaktiska ämnesanalysen, framförallt såsom presenterad av Löwing (2016). Datainsamling gjordes genom semistrukturerade intervjuer med fem lärare på två skolor. Materialet bearbetades och analyserades med hjälp av tematisk analys. Lärarna i studien gav sammantaget en bild av att det finns ett icke oansenligt problem med bristande förkunskaper i bråkräkning, i synnerhet om man beaktar de många områden inom gymnasiematematiken där bråkräkning behövs för att adekvat tillgodogöra sig innehållet. En grund för att hantera bristande förkunskaper i bråkräkning, var att synliggöra elevernas förkunskapsnivå, på individuell basis såväl som för klassen. Ett huvudinstrument för synliggörande var de inledande diagnosprov som de undersökta skolorna använder sig av. De strategier som används för att möta förkunskapsbristerna kunde sorteras i två teman, Repetition och Eleven. Den dominerande repetitionen görs i inledningen av gymnasiet. Det som dock särskilt utmärkte de lärare i undersökningen som hade väl utvecklade ämnesdidaktiska strategier var dels att de hade en motsvarande utvecklad analys av problembilden, dels att de aktivt arbetade med konceptuell förståelse och integrering av procedurkunskap, snarare än att fokusera på renodlad procedur repetition. Det gick att dra paralleller mellan lärarnas ämnesdidaktiska strategier och den didaktiska ämnesanalysen i teoriramen, även om lärarna i denna studie inte arbetade på samma systematiska och detaljerade nivå. Under temat Eleven arbetades aktivt med att utveckla elevernas inställning, självförtroende och motivation när det gäller matematik, även här grundat i en aktiv problemanalys. De som läser natur- och teknikprogram, det vill säga matematikkurser på c-nivå, har typiskt inte denna utmaning tillnärmelsevis i samma utsträckning, som de som läser till exempel hantverksprogram eller estetprogram. / This study has researched two issues, where the second has been the primary focus. 1. To what extent do upper secondary school teachers view new students’ prior knowledge of fractions as deficient and what consequences do the teachers consider that such deficiencies have regarding students' abilities to assimilate the ensuing mathematics teachings? 2. What strategies do upper secondary school teachers use to manage deficiencies in prior knowledge in fractions and on what grounds do these strategies rest? The background to the study was a perception that the deficiencies in prior knowledge in fractions of upper secondary school students is substantial and that teachers somehow need to find ways to manage these deficiencies. Previous research indicated major deficiencies in prior knowledge. The theoretical framework was based primarily on the Educational Subject Matter Analysis, as presented by Löwing (2016). Data collection was done through semi-structuredinterviews with five teachers at two schools. The material was processed and analyzed using thematic analysis. Overall, the teachers in the study gave the impression that there is a substantial problem with prior knowledge deficiency in fractions, especially considering the many areas in upper secondary mathematics where fractions are needed to adequately assimilate the teachings. One basis for dealing with prior knowledge deficiencies, was to assess the students' level of prior knowledge, on an individual basis as well as for the class. A main assessment instrument was the initial diagnostic tests used by the surveyed schools. The strategies used to meet the prior knowledge deficiencies was sorted into two themes, Repetition and The Student. The dominant repetition is done in the beginning of the school year. However, what particularly distinguished the teachers in the survey who used well-developed didactic strategies was that they had a correspondingly developed problem analysis, and also that they actively worked with conceptual understanding, rather than pure procedure repetition. Parallels could be drawn between the teachers' didactic strategies and the Educational Subject Matter Analysis, although the teachers in the study did not apply it systematically. The Student theme primarily involved active work to develop the students' attitude, self-confidencea and motivation with regards to mathematics. Those who study science and technology programs, i.e. advanced level mathematics courses, typically do not have this challenge to the same extent as those who study for example craft aesthetics programs.

The thesis deals with educational methods as a central element of the educational process as well as one of the original concepts of work in the Salesian youth centres from the standpoint of leisure studies. It is based on a qualitative research conceived as a content analysis of project documents of eight chosen youth centres. In the introduction, the concepts used are delimited, the problematics of Salesian youth centres in the Czech Republic and of educational methods practised there is theoretically presented. In the second part, the object, methods, process and results of the research are described. The other three parts are a synthesis of the knowledge gained in the analysis of the texts, complemented with information from other documents. These three parts describe thoroughly the concepts of education in Salesian youth centres (subjects, objectives, means, organisation forms and methods of education). In the crucial fifth part, treating educational methods, the lack of due attention to the educational methods in the examined documents is noticed.