Final thesis follows the destiny of Alois Klar (1763-1833) with the emphasis on the history of ideas. Primarily, it focuses on three realms: religion thinking, history of language and school system. The whole frame is based on an effort to create an alternative analytic concepts for studying the age of so called "National Movement". Powered by TCPDF (www.tcpdf.org)

[pt] O presente trabalho tem como objeto de estudo a trajetória de transformações da Escola Técnica Estadual do Pará (ETEPA) desde as suas origens como Centro Interescolar, impulsionada pela implementação das políticas de educação profissional no Estado do Pará, até a instalação da ETEMB, após as reformas educacionais dos anos de 1990. O estudo trabalha com o período demarcado entre 1980 e 2003, ano em que a pesquisa de campo evidenciou que iniciaram novas mudanças educacionais na educação profissional do Estado e a escola passa à gestão de uma Organização Social. Aborda-se nesse trabalho a história da instituição escolar conforme a proposta de Magalhães (1999) e Barroso (2007), em que a categoria da cultura escolar tal como compreende Vinão (2006), é o pano de fundo onde se dá o estudo historiográfico e a discussão das políticas educacionais dá-se com apoio de Cunha (1975, 2000) e Warde (1979). A pesquisa iniciou com a organização de fontes bibliográficas, em seguida direcionou-se à busca de documentos em fontes como portarias, resoluções, decretos, atas de reuniões, relatórios de gestão, notícias em impressos escolares e na imprensa da cidade, recorrendo finalmente às entrevistas a membros da equipe de administração, diretores da escola, professores e ex-alunos. Mediante os dados obtidos nesse estudo sustentamos que, em face das políticas nacionais e do Estado, de suas articulações, desarticulações, assincronias e insuficiências foram produzidos momentos de sombra nos quais, contraditoriamente, se deixou espaço para o protagonismo docente, no âmbito da organização escolar. / [en] The thesis is aimed at studying the transformation process of ETEPA (Technical School of Pará State) in the 1980-2003 period. It analyses its origens as an Interschool Center in 1980, leaded by the State policies on professional education; and in the 1990 decade as the ETEMP in the context of several educational reforms carried out in the nineties. The analysis scope is restricted to the 1980-2003 period, because since then ETEPA has been changed to the special status of a Social Organization. The theoretical framework of the thesis is based on concepts of school culture, as developped by Magalhães (1999), Barroso (2007), and mostly by Viñao (2006). This historiographic approach is complemented by studies on schools policies carried out by Cunha (1975; 2000) and Warde (1979). The research methodology explored bibliographical sources through archival studies related to legal bylaws, Government resoluctions and decrees, institucional printouts, as well as articles published by the regional press. The data from the archival studies were complemented by interviews carried out with leading directors of the several administrations in the period, as well as with samples of faculty members and alumni. The data gathered by the research pinpoint many aspects of articulations and desarticulations, assynchronies and insuficiencies of the ETEPA´s institutional culture in relation to the national and regional policies on professional education. In such a context of uncertainty and dubiousness, it is stressed the role played by the faculty protagonism in shapping ETEPA´s institutional culture. However, this faculty protagonism reflects also several dimensions of resistence and inflexibility towards required institutional changes in the period.

Orientador: Maria Teresa Eglér Mantoan / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-26T16:43:54Z (GMT). No. of bitstreams: 1 Padilha_CaioAugustoToledo_M.pdf: 1893288 bytes, checksum: e02b5374823ff7930b7de17193120655 (MD5) Previous issue date: 2014 / Resumo: Esta pesquisa tem por objetivo a composição de um estudo histórico da evolução da Educação e, mais especificamente, da Educação Especial no Brasil pós-Ditadura Militar (1985-2010), a partir da análise crítica das políticas educacionais formuladas e implementadas pelo governo federal no período. Para tanto, foi realizada uma pesquisa qualitativa, voltada à análise de conteúdo de fontes primárias (documentos nacionais e internacionais) e fontes secundárias (produções científicas de diferentes naturezas), que permitiu a confirmação da hipótese de que, apesar dos esforços estatais no sentido de universalizar o acesso dos indivíduos à educação comum, inexiste, no país, um sistema educacional verdadeiramente inclusivo / Abstract: This paper aims to depict a historic study of the Education evolution, more specifically the Especial Education in the post-Military Dictatorship Brazil (1985-2010), based on the critical analysis of educational public policies formulated and implemented by the Federal Government in that period. For this purpose it was made a qualitative research dedicated to the analysis of the primary sources¿ (national and international documents) and secondary sources (scientific productions of different natures), which allowed the confirmation of the hypothesis that, despite the State¿s efforts towards an universalization of the people access¿ to common education, the country lacks of a wholly inclusive educational system / Mestrado / Ensino e Práticas Culturais / Mestre em Educação

Made available in DSpace on 2016-07-18T17:54:17Z (GMT). No. of bitstreams: 1 MARGARET_DISSERTACAO_28_09_2012.pdf: 996138 bytes, checksum: 696ee751d102788829f668208ec82282 (MD5) Previous issue date: 2012-08-30 / This study was carried out to ponder on the Coordinating Teachers everyday actions within their school contexts. The main aim of our work was to analyze which are the difficulties and possibilities faced by them in their everyday life, investigating work conditions, taking into account their importance as managers of the curriculum within the context of two state public schools in São Paulo State. The methodology used here focused on the qualitative approach, whose procedures of data collection and analysis were biographical research and case study. The information was collected with four coordinating teachers who work in state public schools (at grade, junior and senior high school levels). To collect the data, one used two procedures: a questionnaire with closed questions and an interview with open questions. One managed to find out that such PCs presented features which may interfere in the conduction of the pedagogical work, taking on both a positive character in their function, admitting possibilities for work satisfaction and accomplishment in the management of their everyday work and a negative one, such as deviations from their function, bureaucratization, social rules, indiscipline. One believes that such a function is marked by changes occurred in educational reforms carried out in the 1970s, 1980s, 1990s, and 2000s, which, up to the present day, interfere in its significance. / O presente estudo teve a finalidade de refletir sobre as ações cotidianas do Professor Coordenador (PC) em seu contexto escolar. O objetivo central do trabalho foi analisar quais as dificuldades e quais as possibilidades do PC no seu cotidiano, investigando suas condições de trabalho, considerando sua importância enquanto gestor do currículo no contexto de duas escolas estaduais do Estado de São Paulo. A metodologia utilizada centrou-se na abordagem qualitativa, cujo procedimento de coleta e análise documental constituiu-se de pesquisa bibliográfica e estudo de caso. As informações foram colhidas junto a quatro professores coordenadores que atuam em escolas da rede estadual de ensino (ensino fundamental e médio). Para a coleta de dados, foram adotados dois procedimentos: um questionário com questões fechadas e uma entrevista com questões abertas. Observou-se que os PCs apresentaram aspectos que podem interferir na condução do trabalho pedagógico, de caráter tanto positivo ligados à sua função, revelando possibilidades de satisfação e realização de trabalho engrandecedor na gestão de seu cotidiano; quanto negativo, tais como: desvios de função, burocratização, regulações sociais, indisciplina. Acredita-se que esta função esteja marcada por mudanças ocorridas nas reformas educacionais dos anos de 1970, 1980, 1990 e 2000, as quais interferem, até hoje, em sua significação.

The topic of the diploma thesis is the model of integrated teaching and its potential for the development of education. If the model of integrated teaching is currently used in Czech schools, this is done primarily at the first or second stage of primary school. In my work, I would like to show that this approach to education can be used, and it also has benefits in high schools (grammar schools). The work will be primarily focused on the potential use of integrated teaching in the educational field "Man and Society. I understand integrated teaching in the sense of combining (synthesis) the curriculum of individual subjects or cognitively close educational areas into one whole with emphasis on the complexity and globality of cognition, where a number of subject relationships are applied. The aim of the work is to provide a reflection of the methodology and theoretical procedures necessary for the practical application of the curriculum based on the principles of integrated teaching. Subsequently, I would like to offer a kind of "guide" to their application in practice. On examples from abroad, I want to point out the practice in introducing this method of teaching.

This diploma thesis is called "The Ethnonational problematics in history textbooks for high schools in current Russia" and is divided into four parts. The first one opens the problematics and aspects of history teaching at schools in general, what factors have impact on its performance and, at the same time, how this imprinting influences individuals and the society. Second part is focused on Russian background of teaching and presenting historical events, and also its institutional base, system and major sources of influence. The focal part analyses current history textbooks for high schools in order to point out the approach to miscellaneous ethnics living in Russians lands in the past and now, and the presentation and explanation of the fact, that Russia has ever been a multinational state. The results and conclusions - the main determination in Russian history teaching - are discussed in the last part.

Strahov Catechists of the 19th century This specific study contributes to knowledge of pastoral and catechetical practice in our country in the 19th century, illustrating it with concrete implementation of these activities in institutions related to the Premonstratensian monastery at Strahov, Prague. The theme is placed in broader context of explanation of development of pastoral theology and catechesis; it is also interpreted in relation to the entire development of the Premonstatensian order with regard to the history of their pastoral activities. These activities at schools at lower and higher levels is conceived in broader context of education in the examined period, both from the theoretic, and the practical point of view; therefore, the work give also a brief characteristics of the system of education and schools, and concentrates also on various aspects of the specific issue of religious education, including these activities at specialized schools. The chapter on catechesis and pastoral care in parishes is dedicated both to homiletic activities of Strahov Premonstratensians, and, particularly, to the issue of preparation for sacraments and pastoral care of specific groups, represented by fraternities. The final section of this work presents three medallions of important Strahov personalities...

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In the 1920s, high school students were placed on one of three tracks: high, average, and low. Over the years, vocational education was transformed into a low track assignment for students, often racial minorities, who were perceived as less intelligent. However, the interaction between vocational education and tracking policies and practices remained unclear. Using critical race theory, this study produced an historical analysis of the interaction of these two programs. This included a systematic identification of the originating factors influencing tracking and contemporary tracking policies and practices to understand how tracking affected racial minority students' access to equal educational opportunities in the early 1900s and from 2006 to 2009. Data sources used included archival records that contained tracking data, policy discussions, and policy records; these were used to determine how and why tracking was implemented in one public school district and the impact of the policy itself. Themes were identified using latent and manifest coding procedures including deductive categorization. Results indicated that one unintentional side effect of tracking was the placement of students unfamiliar with traditional White cultures into lower skill student tracks. Further, a comparison of the 1920s and 2006 to 2009 tracking and vocational education programs indicated no adaptations to ameliorate these unintentional side effects. Implications for positive social change include clarifying to policymakers issues in tracking as a means of placement that may result in inappropriate decisions that limit options for minority students.

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