Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-08-22T12:14:27Z No. of bitstreams: 1 Fabíola Matte Bergamin.pdf: 6840042 bytes, checksum: 5b61b512e2cbe65c8bc0b971217c6a1f (MD5) / Made available in DSpace on 2018-08-22T12:14:27Z (GMT). No. of bitstreams: 1 Fabíola Matte Bergamin.pdf: 6840042 bytes, checksum: 5b61b512e2cbe65c8bc0b971217c6a1f (MD5) Previous issue date: 2018-07-31 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This research aims to analyze the evaluative practices in History in two renewed experiences of secondary education in São Paulo: Colégio de Aplicação da Universidade de São Paulo and Ginásio Vocacional Oswaldo Aranha, since their foundation – 1957, in the case of Colégio de Aplicação, and 1962, in the case of Ginásio Vocacional Oswaldo Aranha – until their extinction (1969, in both cases) and their relation with curriculum and evaluation proposed to regular schools, in a context of constant discussion and legislation changes, introducing deployments to the understanding of evaluation. In this way, to point the conceptions and ways of evaluations, it was necessary to recover, indirectly, the norms present int the legislation and official programs, but also the pedagogical reviews. This work also tried to verify, in the institutions documentation, composed by reports, texts to study and discussion, exercises, evaluations and forms, the evaluative methods and their articulation with the renewed proposes for education. The hypothesis is that the evaluative practices developed in the renewed experiences questioned the present culture of evaluation in regular schools that emphasized, mainly, the memorization of contents objectifying higher education. The crossing of various sources allowed comprehend the renewed experiences not as punctual and isolated, but in close dialog with educational system they were part of, invariably. Besides the contradictions that revealed tensioning between the disciplinary traditions and the renewed ideas, the negotiation with authorities, daily practices and discussions about curriculum and evaluation, participation in symposium and publications, constantly reflection and modification of their own conceptions and practices, demonstrates a attempt of overcoming of instructional form e the concern with learning methods, presenting therefore a penetration and repercussion in the educative practices, despite the many times frustrated attempts of extension of the experiences / Esta pesquisa visa analisar as práticas avaliativas na disciplina História em duas experiências renovadoras de ensino secundário paulistas: o Colégio de Aplicação da Universidade de São Paulo e o Ginásio Vocacional Oswaldo Aranha, desde a sua instalação – 1957, no caso do Colégio de Aplicação, e 1962, no caso do Ginásio Vocacional Oswaldo Aranha – até a sua extinção (1969, em ambos os casos), e sua relação com o currículo e avaliações propostos para a rede regular, em um contexto de constante discussão e alterações na legislação, trazendo, assim, desdobramentos para o próprio entendimento de avaliação. Para evidenciar as concepções e formas de avaliação às quais eram submetidas as instituições escolares do ensino regular, foi preciso recuperar, indiretamente, não só as normas presentes nos programas oficiais e legislação, mas também os artigos das revistas pedagógicas. Buscou-se verificar, ainda, na documentação das instituições de ensino renovado, composta por relatos de práticas, textos para estudo e discussão, exercícios, avaliações e fichas de avaliação, os métodos avaliativos e sua articulação com as propostas renovadoras de ensino. Assim, partiu-se da hipótese de que as práticas avaliativas desenvolvidas nessas instituições de ensino renovado questionavam a cultura avaliativa vigente no ensino público que enfatizava, sobretudo, a memorização de conteúdos com vistas à preparação para o ensino superior. O cruzamento dessa diversidade de fontes contribuiu para a pesquisa no sentido de permitir compreender as experiências inovadoras na sua relação com a rede regular de ensino, não como experiências pontuais e isoladas, mas em estreito diálogo com o sistema educacional do qual faziam parte, invariavelmente. Desse modo, apesar das contradições presentes que revelavam tensionamentos entre as tradições disciplinares anteriores e as ideias renovadoras que estavam sendo difundidas no período, as negociações com as autoridades, as práticas e debates cotidianos a respeito de currículo e avaliação, o empenho em participar de simpósios e publicações, a reflexão e modificação constante das suas próprias concepções e práticas, demonstram uma tentativa de superação da forma instrucional e a preocupação com métodos de aprendizagem, apresentando, assim, uma penetração e repercussão nas práticas educativas, a despeito das tentativas, muitas vezes, frustradas de extensão das experiências

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-12-13T11:44:02Z No. of bitstreams: 1 Marcelo Aparecido de Araujo.pdf: 1727976 bytes, checksum: 57f211d3d15a5185ec09108366336d53 (MD5) / Made available in DSpace on 2018-12-13T11:44:02Z (GMT). No. of bitstreams: 1 Marcelo Aparecido de Araujo.pdf: 1727976 bytes, checksum: 57f211d3d15a5185ec09108366336d53 (MD5) Previous issue date: 2018-10-25 / Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq / The objective of this study is to analyze the history exams for admission to public secondary education in São Paulo in the 1950s and 1960s, a period marked by struggles to expand access to free secondary education, while legal determinations imposed the obligation of admission examinations as a single means of entering junior high school. It analyzes which historical knowledge was selected so that part of the students had the right to enter the gymnasium sand how the evaluation system was constituted and its power to determine the primary level curriculum regarding contents and teaching methods. It uses as sources curricular and didactic manuals used as preparatory to the exams, published and commercialized by several publishers of the period for the 4th and 5th year of primary education, besides the own exams of History elaborated by several official institutions of the state for entrance to these condary education, especially the São Paulo State College, known as the State's first public high school. The procedures of analysis of the documentation have as the oretica references works by André Chervel, Gimeno Sacristán, David Hamilton and Ivor Goodson who discuss questions about curriculum and school subjects, by Circe Bittencourt about the teaching of the discipline of History and especially of text books, as well Alain Choppin / O objetivo deste trabalho é analisar os exames de História para a admissão ao curso secundário público em São Paulo nas décadas de 1950 e 1960, época marcada por lutas pela ampliação do acesso ao ensino secundário gratuito, ao mesmo tempo em que determinações legais impunham a obrigatoriedade da aprovação nos exames admissionais como um único meio de ingresso aos cursos ginasiais. Entender como os conhecimentos históricos eram selecionados para que parte dos alunos tivesse o direito de ingresso aos ginásios; e como se constituiu o sistema avaliativo e seu poder de determinar o currículo do nível primário, no que diz respeito aos conteúdos e métodos de ensino. Foram utilizados, como fontes de pesquisa, programas curriculares e livros didáticos utilizados como preparatórios para os exames, publicados e comercializados por diversas editoras do período para os 4º e 5º anos do ensino primário, além dos próprios exames de História elaborados por diversas instituições oficiais do estado para ingresso ao ensino secundário, em especial o Colégio Estadual São Paulo, conhecido como a primeira instituição de ensino secundário público do Estado. Os procedimentos de análise da documentação têm como referenciais teóricos trabalhos de André Chervel, Gimeno Sacristán e David Hamilton, que discutem questões acerca do currículo e das disciplinas escolares; e de Circe Bittencourt a respeito do ensino da disciplina de História, e especialmente dos livros didáticos, assim como Alain Choppin

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published_or_final_version / abstract / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / abstract / toc / Education / Master / Master of Education

This thesis aims to answer the question: How is history knowledge contextualised into pedagogic communication? Empirically, it takes place at a specific point in the curriculum change process in South Africa, namely the period when the new curriculum for the Further Education and Training (FET) band was implemented in Grade 10 classrooms in 2006. The study is theoretically informed by a sociological lens and is specifically informed by the theories of Basil Bernstein, particularly his concepts of the pedagogic device, pedagogic discourse, pedagogic practice and vertical and horizontal knowledge structures. It is premised on the assumption that the official policy message changes and recontextualises as it moves across the levels of the pedagogic device. It tracks the recontextualisation of the history curriculum from the writers of the curriculum document to the actual document itself, to the training of teachers and the writing of textbooks and finally to three Grade 10 classrooms where the curriculum was implemented in 2006. The empirical work takes the form of a case study of the FET history curriculum. Data were collected from a range of different participants at different levels of the pedagogic device. It was not possible to interrogate all the sets of data with the same level of detail. As one moves up and down and pedagogic device, certain things come into focus, while other things move out of focus. Data were collected through interviews with the writers of the history curriculum, with publishers and writers of selected Grade 10 history textbooks and through participant observation of a workshop held by the provincial education department to induct teachers in the requirements of the new FET history curriculum. Data were collected in the Grade 10 history classrooms of three secondary schools in 2005 and 2006. The school fieldwork comprised video recording five consecutive lessons (ten lessons over two years) in each of the three Grade 10 classrooms, interviewing the history teachers and selected learners, collecting the test papers and assignment tasks and assessment portfolios from selected learners. The study uses the pedagogic device as both a theoretical tool, and a literary device for the organization of the thesis. Within the field of production, the study examines what is the discipline of history from the perspective of historians and of the sociologists of knowledge. History is a horizontal knowledge structure that finds its specialisation in its procedures. However, an historical gaze demands both a substantive knowledge base and the specialised procedures of the discipline. Within the Official Recontextualising Field, the study examines the history curriculum document and the writing of this document. The NCS presents knowledge in a more integrated way. The knowledge is structured using key historical themes such as power alignments, human rights, issues of civil society and globalisation. There is a move away from a Eurocentric position to a focus on Africa in the world. Pedagogically, the focus is on learning doing history, through engaging with sources. Within the Pedagogic Recontextualising Field, the major focus of the teacher training workshop was on working with the outcomes and assessment standards within the ‘history-as-enquiry’ framework. Textbook writers and publishers work closely with the DoE Guidelines and focus on covering the correct content and the learning outcomes and assessment standards. The three teachers within the field of reproduction taught and interpreted the curriculum in different ways, but the nature of the testing (focused primarily on sources) was similar as there are strong DoE guidelines in this regard. For Bernstein, evaluation condenses the meaning of the whole pedagogic device. This is even more so when the curriculum is outcomes-based. The assessment tasks that Grade 10 learners in this study were required to do had the appearance of being source-based, but they seldom required learners to think like historians, nor did they require them to have a substantial and a coherent knowledge base. The FET history curriculum is in danger of losing its substantive knowledge dimension as the procedural dimension, buoyed up by the overwhelming logic of outcomes-based education and the strongly externally framed Departmental assessment regulations, becomes paramount. / Thesis (Ph.D.)-University of KwaZulu-Natal, Pietermaritzburg, 2008.

Since the advent of democracy in 1994, there have been several turning points in South African education. One of the key changes has been the conception of Social Sciences (SS) – a learning area under the National Curriculum Statement of 2002. The structure of SS has undergone a significant change with regard to evolving from Human and Social Sciences (HSS) to its current state – SS. The DoE claims that the SS curriculum is the result of integration – a concept which has been widely accepted in the international community. The aim of this study was to investigate the views and pedagogy of SS teachers with reference to the concept of integration. I engaged in qualitative research and employed the interpretivist paradigm when analysing my data. Research instruments included semi-structured interviews, a picture identification session and a critical discourse analysis (CDA) of key SS policy documents which inform SS pedagogy. Data were analysed through the method of open-coding. The study concluded that integration has a multitude of meanings, and the conceptualisation and implementation of it differs from teacher to teacher. Integration has now become a generic concept which can be applied to socio-political, economic, educational and environmental spheres of the SS curriculum. For this reason I argue that the SS curriculum may not be foregrounded by the concept of integration, but rather an alternate disciplinary collaboration/s such as interdisciplinarity, pluridisciplinarity and multidisciplinarity. The different disciplinary collaborations has been investigated and applied to the SS curriculum within the South African educational context. / Thesis (M.Ed.)-University of KwaZulu-Natal, Edgewood, 2011.

What is the work of the Durban Holocaust Centre museum educators and how are they shaping Holocaust education there? These questions provided the impetus for this study. Education about the Holocaust has been included in curricula not only in South African schools but in various countries around the world. The reasons for this extends beyond the hard historical facts and figures and go to the heart of a human search for meaning and the desire to promote democracy and human rights in society. The Holocaust was an event in which millions of Jewish men, women and children were murdered as well other ethnic groups. The dilemmas they faced and the decisions taken at that time differentiated the participants into victims, perpetrators, bystanders and upstanders. In the years since the end of World War II, people have strived to extract meaning from those events and to teach it to new generations in order to create a better world - a world in which bullying, racial and ethnic taunts and tensions, violence, discrimination against minorities and strangers, and genocide still occur. The findings show that as in other places in the world, this is the educational focus at the DHC. Teaching the history and events is the bedrock on which this social Holocaust education rests but it takes second place in the educational programme to this social goal. The findings show the local context for this learning is significant and that apartheid, racism and xenophobia all underpin the museum educators' educational philosophies while mother-tongue language moulds their teaching strategies. The museum educators play a pivotal role in presenting the educational programme and in so doing shaping the Holocaust for the visiting learners and teachers. / Thesis (M.Ed.)-University of KwaZulu-Natal, Edgewood, 2011.