Thesis (D. Min.)--Temple Baptist Seminary, Chattanooga, Tennessee, 1995. / Abstract. Includes bibliographical references (leaves 96-97).

Thesis (D. Min.)--Ashland Theological Seminary, 2005. / Abstract. Includes bibliographical references (leaves 124-127, 134-137).

A orientação pedagógica como campo de atuação profissional no contexto brasileiro se constitui como um processo cuja concepção, de alguma forma, confunde-se com a estruturação e consolidação do sistema educacional no Brasil. É possível encontrar, desde a educação jesuítica, a presença de um conjunto de ações administrativo-pedagógicas que indicam a necessidade de procedimentos articulados e distribuídos entre os diferentes níveis das hierarquias institucionais, sem os quais os propósitos organizacionais não seriam atingidos (FRANCA, 1952; AZEVEDO, 1976; CHAGAS, 1970; PRZYBYLSKI, 1982; 1985; SPERB, 1976). Diante desse cenário, questionam-se, no contexto atual, as funções e atribuições do orientador pedagógico. Assim, o presente estudo, utilizando-se de pesquisa descritiva-documental, investiga os elementos que caracterizam a orientação pedagógica nos pareceres e resoluções emanados pelos Conselhos de Educação. Busca-se, também, mapear os processos de definição das atribuições que compõem as funções orientadoras do ensino e revelar indicadores a partir dos quais se possa pensar a atuação e a formação dos orientadores. A análise de Pareceres e Resoluções permite perceber que as áreas explicitadas compõem a totalidade da escola para a organização efetiva do funcionamento pedagógico, no sentido de cumprir normas e manter a coerência entre os princípios e as finalidades da educação. Também revela o modo pelo qual a orientação pedagógica se insere no contexto da gestão democrática e da docência. / In the Brazilian context, Education Advising has been established as a professional field in such a way that it is hardly dissociated from the creation and consolidation of the educational system itself. Since the time of Jesuit education it has been possible to find a series of both administrative and pedagogical decisions that indicate that the organizational purposes would not be achieved without procedures which are articulated and distributed among the various levels of the hierarchical institutions (FRANCA, 1952; AZEVEDO, 1976; CHAGAS, 1970; PRZYBYLSKI, 1982; 1985; SPERB, 1976). Nowadays, education advisors functions and tasks are being questioned. Therefore, the present study, based on documentary and descriptive research, investigates the main features of advising in the official opinions and resolutions of the Education Boards. It also aims at mapping the processes by which education advising tasks have been defined and at showing some indicators to help reflection on advisors formation and work. The analysis of opinions and resolutions sheds light on the component areas of schools and their effective organization to ensure the pedagogical work with regulations and coherence between educational principles and objectives. It also reveals how education advising is in the context of democratic management and teaching.

Thesis (D. Min.)--Gordon-Conwell Theological Seminary, 2006. / Abstract and vita. Includes bibliographical references (leaves 193-196).

Thesis (Psy. D.)--Wheaton College, 2005. / Abstract. Includes bibliographical references (leaves 132-137).

Thesis (D. Min.)--Trinity Evangelical Divinity School, 2008. / Abstract. Includes bibliographical references (leaves 177-180).

Thesis (D. Min.)--Gordon-Conwell Theological Seminary, 2006. / Abstract and vita. Includes bibliographical references (leaves 193-196).

Thesis (D. Min.)--Trinity Evangelical Divinity School, 2008. / Abstract. Description based on print version record. Includes bibliographical references (leaves 177-180).

Thesis (Psy. D.)--Wheaton College, 2005. / Abstract. Includes bibliographical references (leaves 132-137).

Thesis (D. Min.)--Trinity Evangelical Divinity School, 2008. / Abstract. Includes bibliographical references (leaves 177-180).