Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The target of this study was to investigate the trajectory of Instituto Profissional Coelho e Campos , ordering to notice what the contribution of this Institution for the professional teaching in Sergipe. The period of the research was in 1922, date of creation of the Institute, until 1944, when this was subordinated to Serviço Nacional de Aprendizagem Industrial . This is a historic research, which is based on the assumptions of New Cultural History. The categories of analysis are the concepts of figuration and configuration and civilization of Norbert Elias; field, power, capital and habitus of Pierre Bourdieu, such as appropriation and representation of Roger Chartier. It was made a bibliographic research on the thematic of professional education, to notice the ways of this teaching throughout History of Education. The sources were located in Arquivo Público Estadual de Sergipe , in Biblioteca da Universidade Federal de Sergipe , in PESQUISE Pesquisas de Sergipe , in Biblioteca Pública Epiphâneo Dórea , in Arquivo do Poder Judiciário , in Instituto Histórico e Geográfico de Sergipe , in Centro de Documentação e Informações da Câmara dos Deputados and in Arquivo do Senado Federal . The propose of this study, is to contribute with the researches in the area of History of Education to make considerations about professional teaching and their practical training. / O objetivo deste estudo foi investigar a trajetória do Instituto Profissional Coelho e Campos, visando perceber qual a contribuição dessa Instituição para a organização do ensino profissionalizante em Sergipe. O marco temporal da pesquisa foi o ano de 1922, data de criação do Instituto, seguindo até 1944, quando esse foi subordinado ao Serviço Nacional de Aprendizagem Industrial. Esta é uma pesquisa histórica, que se apóia nos pressupostos da Nova História Cultural. As categorias de análise foram os conceitos de figuração e configuração e civilização de Norbert Elias; de campo, poder, capital e habitus de Pierre Bourdieu; apropriação e representação de Roger Chartier. Foi realizada uma pesquisa bibliográfica sobre a temática da educação profissional, para perceber os caminhos percorridos por esse tipo de instrução ao longo da História da Educação. As fontes foram localizadas no Arquivo Público Estadual de Sergipe, na Biblioteca da Universidade Federal de Sergipe, no PESQUISE Pesquisas de Sergipe, na Biblioteca Pública Epiphâneo Dórea, no Arquivo do Poder Judiciário, no Instituto Histórico e Geográfico de Sergipe, no Centro de Documentação e Informações da Câmara dos Deputados e no Arquivo do Senado Federal. Com este estudo, pretende-se contribuir com as pesquisas na área da História da Educação, ao propor considerações sobre o ensino profissionalizante e suas práticas de formação.

Orientador: Aparecida Neri de Souza / Tese (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-16T12:05:05Z (GMT). No. of bitstreams: 1 Machado_MariaLuciaBuher.pdf: 31759157 bytes, checksum: 6986ba788e4dcbe7cd8ab8de1056ce61 (MD5) Previous issue date: 2010 / Resumo: O termo modernização, associado à idéia de progresso, é constantemente empregado para caracterizar um conjunto de mudanças, que podem ocorrer na sociedade e que engendram a adesão e ou negociação de diferentes grupos sociais. Foi a partir dessa perspectiva que desenvolvemos a pesquisa de doutoramento, centrada na problemática do ensino industrial, na identificação dos projetos de modernização em curso para a sociedade brasileira, expressos nessa modalidade de ensino, entre 1930 e 1960. A análise proposta compreende, metodologicamente, duas categorias constitutivas deste processo: formação, conforme proposição de Lucie TANGUY, e relações sociais de gênero, cuja referência é Daniele Kergoat e Helena Hirata. O contexto histórico analisado se insere no início do Governo Vargas, período de intensificação da industrialização brasileira, característica acentuada na década de 1950, com a política desenvolvimentista. Ao longo dos anos de 1930, ocorreram discussões,em âmbito restrito, para a elaboração do Plano Nacional de Educação, implantado pelo Ministro Gustavo Capanema, em 1942, no qual o ensino industrial se estabeleceu como um dos ramos do sistema escolar. A organização deste sistema se manteve nas suas bases até 1959, quando tem início as reformas educacionais que culminaram na Lei de Diretrizes e Bases (Lei 4024/1961). A Escola Técnica de Curitiba contém elementos que permitiram elucidar os caminhos de concretização dos projetos planejados ao longo do período. Neste sentido, os conceitos de configuração e interdependências, construídos por Norbert ELIAS, foram o lume para a análise dos processos sociais desencadeados no contexto estudado. Os métodos e as técnicas de pesquisa utilizados se apóiam numa perspectiva qualitativa, trabalhamos com fontes escritas e orais, pertencentes ao acervo histórico da instituição analisada, assim como com parte da documentação do Centro de Pesquisa e Documentação de História Contemporânea do Brasil (CPDOC) sobre o ensino industrial, e também com depoimentos de professore/as e alunos/as que estiveram envolvidos naquele contexto, entre 1930 e 1960. O conjunto de documentos analisados apontou para as configurações em que o aparente equilíbrio de poder é ameaçado pelas tensões flutuantes. É nesse quadro que se assenta um discurso fundamentado na idéia de harmonia social como caminho para o desenvolvimento do país, cujos benefícios teoricamente seriam extensivos a todas as camadas sociais. A implantação da organização científica do trabalho era defendida como alavanca do processo de modernização do país desde a década de 1920, ampliando espaço de inserção nas décadas seqüentes. De modo específico a inserção no ensino industrial foi intensificada a partir do Acordo Brasil-Estados Unidos, em 1946, que deu origem à Comissão Brasileira de Educação Industrial (CBAI), cuja ação se estendeu até 1963, processo este resultado das interdependências inter-Estados, marcadamente constituído por tensões. Os depoimentos revelaram que, não obstante as hierarquias tenham se estabelecido nas mais diversas esferas ao longo do processo, o acesso ao ensino técnico industrial era também portador de elementos de democratização e conquista social, numa relativa distribuição de poderes propiciado a partir do domínio de um saber específico. No entanto, tal perspectiva ficou restrita aos alunos, tendo em vista que os modos de apropriação da formação pelas alunas, bem como as possibilidades de inserção destas em determinados cursos, foram estabelecidas a partir de representações de saberes naturalizados como femininos. / Abstract: The term modernization, with the idea of progress, is constantly used to characterize a set of changes that should occur in society, but also to engender the necessary adhesion. It was from this perspective that we have proposed the development of this research, focusing on issues relating to industrial education, and identification of modernization projects to Brazilian society, expressed in this type of education between 1930 and 1960, including the category Training (TANGUY) as a component of this process, added to the category of gender relations. The historical context analyzed is part of the beginning of the Vargas government, a period of intensified Brazilian industrialization, pronounced characteristic in the 1950s, with the developmental policy. During 1930s there were debates (in a private sphere) for the preparation of the National Plan of Education, established by the Minister Gustavo Capanema in 1942, in which the industrial education was established as one of the areas of the school system, which prevailed in this kind of organization until 1959, when starts the educational reforms, which culminated in the Basis an Directives Law 4024/1961. We look at the Technical School of Curitiba elements that illustrate the ways of implementation of projects planned over the period. The concepts of configuration and interdependencies (Elias) were the source to the analysis of social processes unleashed. Methodologically, in a qualitative perspective, we work with written and oral sources, belonging to the history of the institution analyzed, with part of the documentation of the Centro de Pesquisa e Documentação de História Contemporânea do Brasil (CPDOC) about the industrial education, and also with teachers' and students' declarations who were involved in that context, between 1930 and 1960. The set of documents analyzed pointed to the configurations where the apparent balance of power is threatened by floating tensions (Elias). It is here that settle a discourse based on the idea of social harmony as a way to the Brazilian development, of which benefits would theoretically extend to all levels of society. The implementation of scientific organization of the work was defended as a way in the modernization of the country since the 1920s, expanding the area of insertion in sequential decades, and, specifically in the industrial education is intensified from the agreement between Brazil-United States in 1946, that led to the Brazilian-American Commission for Industrial Education (CBAI), of which the action lasted until 1963, a process which we understand as a result of inter-state interdependencies also markedly composed of tensionss. The declarations revealed that, despite the hierarchies have been established in several spheres during the process, the access to industrial technical education was also a conducting element of democratization and social achievement, in relative distribution of power (Elias) afforded from the domain specific knowledge. However, this view was restricted to male students, considering that the modes of appropriation of training by the woman students and the chances of their integration in some of these courses were established from the representation of naturalized knowledge as females knowledge. / Tese (mestorado) - Universidad / Educação, Sociedade, Politica e Cultura / Doutor em Educação

The problem was a study of the School of Technology graduates and non-graduates of Texas Southern University with implications for curriculum revision.

The purpose of this study is to determine the status of Industrial Education graduates and Home Economics graduates as compared with the status of all men and women graduates of North Texas State Teachers College, with reference to background before entering college, high school status, college status, college entrance and graduation ages, number and percentage of transfers, grades, major fields, amount of transiency and tenure.

Företag med en omfattande produktionshastighet ställer krav på en viss kvalitet på sin produkt, särskilt inom läkemedelsindustrin. Misstag kan leda till att en hel sats går till spillo och sannolikheten för misstag påverkas av de anställdas kompetens. Nyanställdas introduktion till arbetet är därför en viktig faktor för att minimera förlust. Studiens syfte är att analysera utbildning för nyanställda operatörer inom AstraZeneca Sweden Operations, vilket genomförs i två delstudier med olika perspektiv. Utifrån analyserna ges sedan förbättringsförslag till utbildningarna. Första delstudien fokuserar på en nyligen bearbetad introduktionsutbildning utifrån ett pedagogiskt perspektiv med teorier om effektivt lärande och läroplansteori. En överblick erhålls genom en blandning av intervjuer, observationer och dokumentation. Andra delstudien fokuserar på vilka förkunskaper i kemi som operatörer förväntas ha utifrån kunskapsnivån som presenteras i utbildningsmaterial. Materialet jämförs sedan med kemi på gymnasienivå. Resultat från första delstudien visar att introduktionsutbildningens upplägg har flera faktorer som bidrar till ett mer effektivt lärande, vilket även bekräftas under intervjuer med operatörer och utbildare. Utvecklingsförslag är att implementera ett styrdokument som genomsyrar utbildningen inom hela företaget samt att använda en modell för effektivt lärande vid ändring av lärandeaktiviteter. Den andra delstudien visar på att utbildningsmaterialet är på högre nivå än vad som krävs som förkunskap för tjänsten. För att minimera kunskapsklyftan kan olika pedagogiska verktyg användas i undervisningen när nya begrepp och processer introduceras. Som exempel på detta har en analogi för reningsprocessen kristallisation tagits fram.Sammanfattningsvis visar detta arbete att den utarbetade introduktionsutbildningen är väl utvecklad utifrån ett perspektiv om effektivt lärande medan den mer detaljerade produktutbildningen behöver andra pedagogiska verktyg för att möta operatörerna på deras befintliga kunskapsnivå. / Companies with an extensive production rate demand a certain quality of their product, especially in the pharmaceutical industry. Mistakes can lead to an entire batch being wasted which is affected by the employees' skills. New employees' introduction to work is therefore an important factor in minimizing losses. This study is divided into two parts. The purpose of the study is to analyze training for newly hired operators within AstraZeneca Sweden Operations, which is carried out in two sub-studies with different perspectives. Based on the analyzes, suggestions for improvement are given to the educations. The first part of the study focuses on a recently processed introductory education from a pedagogical perspective with theories of effective learning and curriculum theory. An overview is obtained through interviews, observations and documentation. The second sub-study focuses on what prior knowledge in chemistry that operators are expected to have based on the level of knowledge presented in teaching materials. The material is then compared with chemistry at upper secondary school level. Results from the first sub-study show that the introductory training has several factors that contribute to more effective learning, which is also confirmed through interviews with operators and educators. Suggestions for improvement are to implement a document that permeates the education within the entire company and to use a model for effective learning when improving learning activities.The second sub-study shows that the teaching material is at a higher level than what is required as prior knowledge for the position. To minimize the gap, pedagogical tools can be used in teaching when new concepts and processes are introduced. As an example of this, an analogy for the crystallization process of crystallization has been developed.In summary, this work shows that the prepared introductory education is well developed from a perspective of effective learning, while the more detailed product lecture needs more pedagogical methods to meet the operators at their existing level of knowledge.

自十八世紀工業革命發生後，西方社會產生了急遽的變化。新的生產方式必需要有新知識與新技術的人才加以配合，這也使得西方的人才培育有了新的發展方向，職業教育(Vocational Education)即是因應此種環境下所產生的教育體制。 十九世紀中葉後，中國在內外交侵的情況下，社會經濟文化等各方面也開始了一連串的變動，新的觀念不斷衝擊著傳統中國，舊有的教育制度受到抨擊，新的人才觀念因應而起，實業教育也在一連串的改革變動中被帶進中國來。實業教育的推展主要目標在使中國經濟得到發展，國家得以因此富強，但此套制度的推行後卻發現整體社會經濟並未隨之發展，反而出現人才不能為社會所用的窘境，以教育作為社會引導的理想顯然未能實現。在實業教育倍受檢討的過程中，開始有知識分子提出職業教育的理念，認為教育推行應該要符合社會現狀，個人生計滿足後社會經濟才得以發展。從實業教育轉化為職業教育代表著知識分子對於教育與社會發展關係已有不同看法。本文藉由晚清實業觀念與實業教育思想的提出，藉以瞭解近代中國對於社會經濟觀念的轉變；同時也藉由實業學堂的設置及畢業生出路情形，對於教育與社會發展之間的關係進行討論，並以日本實業教育發展做為參酌，將兩者關係進行更深入的了解。 / After the Industrial Revolution occurred in 18th Century, western society had been changed abruptly. New manufacture mechanism required new knowledge and new techniques cooperated. It conducted the western countries a new direction of talent cultivation. After the middle period of 19th century, China suffered from the upheaval caused by both homeland and foreign countries. The late empire was impelled to begin a series of alteration. Meanwhile, as the influences of western ideology, the traditional education system was getting criticism. The society needed all kinds of talents, therefore, the industrial education was conducted to improve the occasion. The intellectuals relied on the developing of industrial education to save empire, not only for the heavy industry but also the light one, thus the economics of the country could be improved. But the results fell short of expectations. Many graduates of industrial schools could not find jobs and also the economics did not have bettered. The ideal that the new educational system implemented in order to elevate the development of country economics was disillusioned. In this situation, some intellectuals changed their avocation from industrial education to vocational education, which emphasizes the importance of the consistency between educational practice and social demands. And the country economics would grow up after the people could satisfy their livelihood. Because of the transition from industrial education to vocational education, it represented the Chinese intellectuals had had different mind on the relationship between the development of modern society and education implement.

Este trabalho tem como objetivo contribuir para o entendimento do significado político e econômico da criação da instituição de aprendizagem industrial, o SENAI, nascido em 1942, partindo da investigação de algumas das principais experiências regionais com o ensino industrial e das forças políticas e ideológicas que as sustentavam e de como estes conhecimentos acumulados na educação profissional em alguns dos principais Estados da União, entre eles São Paulo, Minas Gerais e Rio Grande do Sul, acabaram por pautar boa parte do debate sobre o tema do ensino profissional, influenciando as tentativas federais para a institucionalização da aprendizagem industrial no âmbito do mundo do trabalho operário, assim como também justificar as resistências do empresariado industrial a esta intervenção principalmente na segunda metade da década de 1930 e início dos anos 1940. Também discutimos a importância da aliança política entre o núcleo do Governo Vargas e o grupo industrialista sediado nas principais representações de classe da burguesia industrial daquele período, entre as quais o CIESP/ FIESP e a CNI, que objetivando o controle e direcionamento do mercado de trabalho dentro do consenso autoritário e nacionalista estadonovista puderam construir, no contexto econômico adverso da Segunda Grande Guerra e dos anos seguintes, um sistema escolar paraestatal de aprendizagem industrial de notável longevidade e adaptabilidade frente as diferentes conjunturas e demandas da indústria nacional por mão-de-obra qualificada, sistema de aprendizagem este que foi visto no seu formato e proposta pedagógica iniciais. / This paper aims to contribute to the understanding of political and economic significance of the creation of industrial learning institution, SENAI, born in 1942, based on the investigation of some of the main regional experiences with the industrial education and political and ideological forces that maintained and how these knowledge accumulated in professional education in some main states of the Union, including Sao Paulo, Minas Gerais and Rio Grande do Sul, eventually guided much of the debate on the topic of vocational education, federal attempts to influence the institutionalization of learning within the industrial world of work laborer, as well as justify the resistance of the industrial business to this intervention especially in the second half of the 1930s and early 1940s. We will also discuss the importance of the political alliance between the core of Vargas government and industrial group based in the main class of representations of the industrial bourgeoisie of that period, including CIESP / FIESP and CNI, which aimed at controlling and directing of the labor market within the New State authoritarian and nationalist consensus could build, in the adverse economic context of the Second World War and subsequent years, a school system learning parastatal industrial of remarkable longevity and adaptability to face different circumstances and demands of the domestic industry for skilled labor, learning system that was be seen in its original format and pedagogical proposal.

Este trabalho tem como objetivo contribuir para o entendimento do significado político e econômico da criação da instituição de aprendizagem industrial, o SENAI, nascido em 1942, partindo da investigação de algumas das principais experiências regionais com o ensino industrial e das forças políticas e ideológicas que as sustentavam e de como estes conhecimentos acumulados na educação profissional em alguns dos principais Estados da União, entre eles São Paulo, Minas Gerais e Rio Grande do Sul, acabaram por pautar boa parte do debate sobre o tema do ensino profissional, influenciando as tentativas federais para a institucionalização da aprendizagem industrial no âmbito do mundo do trabalho operário, assim como também justificar as resistências do empresariado industrial a esta intervenção principalmente na segunda metade da década de 1930 e início dos anos 1940. Também discutimos a importância da aliança política entre o núcleo do Governo Vargas e o grupo industrialista sediado nas principais representações de classe da burguesia industrial daquele período, entre as quais o CIESP/ FIESP e a CNI, que objetivando o controle e direcionamento do mercado de trabalho dentro do consenso autoritário e nacionalista estadonovista puderam construir, no contexto econômico adverso da Segunda Grande Guerra e dos anos seguintes, um sistema escolar paraestatal de aprendizagem industrial de notável longevidade e adaptabilidade frente as diferentes conjunturas e demandas da indústria nacional por mão-de-obra qualificada, sistema de aprendizagem este que foi visto no seu formato e proposta pedagógica iniciais. / This paper aims to contribute to the understanding of political and economic significance of the creation of industrial learning institution, SENAI, born in 1942, based on the investigation of some of the main regional experiences with the industrial education and political and ideological forces that maintained and how these knowledge accumulated in professional education in some main states of the Union, including Sao Paulo, Minas Gerais and Rio Grande do Sul, eventually guided much of the debate on the topic of vocational education, federal attempts to influence the institutionalization of learning within the industrial world of work laborer, as well as justify the resistance of the industrial business to this intervention especially in the second half of the 1930s and early 1940s. We will also discuss the importance of the political alliance between the core of Vargas government and industrial group based in the main class of representations of the industrial bourgeoisie of that period, including CIESP / FIESP and CNI, which aimed at controlling and directing of the labor market within the New State authoritarian and nationalist consensus could build, in the adverse economic context of the Second World War and subsequent years, a school system learning parastatal industrial of remarkable longevity and adaptability to face different circumstances and demands of the domestic industry for skilled labor, learning system that was be seen in its original format and pedagogical proposal.

Any society is by nature coercive and its institutions are no exception. This was true of mission institutions in South Africa. While acknowledging the invaluable contribution of mission education to the development of black South Africans predominantly, it is clear that Lovedale Missionary Institution exemplifies the concept and reality of a ‘total institution’ which was as susceptible to the problems of power relations as any institution, secular or religious. Idris Shah’s concept of ‘coercive agency’ is apposite for this study. Lovedale’s foundation was laid and developed by the first two Principals. In a very real sense, it was perfected by the third Principal of Lovedale, James Henderson who, like his predecessors, emphasised the ultimate aim of conversion through a thorough process of character formation which infiltrated every aspect of life at Lovedale, especially discipline and the programme of industrial education. Those who studied there internalised its ethos in a manner which could not simply be discarded on leaving the Institution for it had become part of their identity, their indigenous personality and traditional life-style having been largely obliterated and reconstructed according to the ideological ideals of western Christian civilisation and European colonialism. Coercive agency was successful in that it effectively encouraged adaptation to missionary ideology. However, this was not an irreversible process for many Lovedale students came to reject the mores of the religion and education they received both during their stay at Lovedale and in later life in a variety of ways as they challenged and resisted the effects of the coercive agency of internalisation. Institutionalisation is, by nature, resistant to change as can be seen in the policies of the respective Principals. Yet, Henderson was able to initiate change while maintaining essential continuity of purpose. Consequently, black people were alienated by a process of ‘exclusion’. The Christian principles of justice, love and peace have a universal application and are appropriate tools for the development of a new model of education in South African society whose mission is to work towards reconciliation between individuals, within society and with the God who wishes to ‘embrace’ the totality of creation. / Christian Spirituality, Church History and Missiology / D. Th. (Missiology)

Any society is by nature coercive and its institutions are no exception. This was true of mission institutions in South Africa. While acknowledging the invaluable contribution of mission education to the development of black South Africans predominantly, it is clear that Lovedale Missionary Institution exemplifies the concept and reality of a ‘total institution’ which was as susceptible to the problems of power relations as any institution, secular or religious. Idris Shah’s concept of ‘coercive agency’ is apposite for this study. Lovedale’s foundation was laid and developed by the first two Principals. In a very real sense, it was perfected by the third Principal of Lovedale, James Henderson who, like his predecessors, emphasised the ultimate aim of conversion through a thorough process of character formation which infiltrated every aspect of life at Lovedale, especially discipline and the programme of industrial education. Those who studied there internalised its ethos in a manner which could not simply be discarded on leaving the Institution for it had become part of their identity, their indigenous personality and traditional life-style having been largely obliterated and reconstructed according to the ideological ideals of western Christian civilisation and European colonialism. Coercive agency was successful in that it effectively encouraged adaptation to missionary ideology. However, this was not an irreversible process for many Lovedale students came to reject the mores of the religion and education they received both during their stay at Lovedale and in later life in a variety of ways as they challenged and resisted the effects of the coercive agency of internalisation. Institutionalisation is, by nature, resistant to change as can be seen in the policies of the respective Principals. Yet, Henderson was able to initiate change while maintaining essential continuity of purpose. Consequently, black people were alienated by a process of ‘exclusion’. The Christian principles of justice, love and peace have a universal application and are appropriate tools for the development of a new model of education in South African society whose mission is to work towards reconciliation between individuals, within society and with the God who wishes to ‘embrace’ the totality of creation. / Christian Spirituality, Church History and Missiology / D. Th. (Missiology)