The aim of this thesis is to explore how different competing discourses in the historical context of the Swedish education development have qualified and disqualified different constructions of national curriculum. How and after what kind of principles is the curriculum constructed? What qualify who are going to be recognized as the author and addressee of the curriculum? These key ques-tions of the study are discussed in the first part of the thesis. My point of depar-ture is that the curriculum can be understood as a relation between freedom and control. In an educational system this relationship reflects the problematic ten-sion between the external demands from an authoritative center and the local need to independently reflect over educational issues. How these concepts are defined by the prevailing social discourses affect specific relations and construc-tions of curricula as a steering tool and a producer of specific teacher identities. In this sense, I claim that curriculum is constructed in different ways depending on which of the didactic questions are emphasized and answered and who is judged as the legitimate author. Based on this, three models of curriculum con-struction are formulated; the content based, the result based and the process based. These models are subsequently used as an analytical tool to examine the historical development of Swedish national curricula. The second part of the thesis investigates the Swedish education system and the production of the national curriculum as a product of rival discourses. The historical investigation begins 1842 when the first state curriculum was issued and the inquiry concludes in 2008. The findings indicate that no one single con-struction has been totally dominant and that there has been an on-going discur-sive struggle between different alternative and opinions about what teachers must do and be.

<p>Abstract</p><p>School is taking on a great responsibility in mediating knowledge of mathematics as technology is assuming greater importance in our everyday life. The aim of this study is to examine how the teachers in year F and 1 view their teaching of mathematics from an individually adapted perspective. I have based my research on different factual study books within the education for younger children’s learning of mathematics, and have from an individually adapted perspective made a comparison between theory and practice. The empirical data has been obtained through interviews with six teachers, three pre-school teachers and three teachers, working with pupils in year F and 1. The result of the study confirms that all teachers have very good knowledge of individually adapted education and its purpose. Different working methods are being used and the individually adapted teaching is being conducted according to the conditions at each school as well as the knowledge and experience of each teacher.</p> / <p>Sammanfattning</p><p>Skolan har ett stort ansvar vad gäller att förmedla matematisk kunskap då teknologins framfart fått en allt större betydelse i vardagen. Syftet med detta arbete är att undersöka hur lärarna i år F och 1 ser på sin matematikundervisning ur ett individanpassat perspektiv. Jag har utgått från olika faktaböcker inom undervisningen för yngre barns matematikinlärning och gjort en jämförelse mellan teori och praktik med utgångspunkt från ett individuellt arbetssätt. Empirin har hämtats från intervjuer med sex lärare, tre förskollärare och tre lärare, vilka arbetar med elever i år F och 1. Resultatet bekräftar att alla lärare har en mycket god kännedom om individanpassningens betydelse och målsättningen med ett individuellt arbetssätt. Olika arbetsmetoder används och den individanpassade undervisningen sker efter de förutsättningar som finns på varje skola och efter respektive pedagogs kunskap och erfarenhet.</p>

Abstract School is taking on a great responsibility in mediating knowledge of mathematics as technology is assuming greater importance in our everyday life. The aim of this study is to examine how the teachers in year F and 1 view their teaching of mathematics from an individually adapted perspective. I have based my research on different factual study books within the education for younger children’s learning of mathematics, and have from an individually adapted perspective made a comparison between theory and practice. The empirical data has been obtained through interviews with six teachers, three pre-school teachers and three teachers, working with pupils in year F and 1. The result of the study confirms that all teachers have very good knowledge of individually adapted education and its purpose. Different working methods are being used and the individually adapted teaching is being conducted according to the conditions at each school as well as the knowledge and experience of each teacher. / Sammanfattning Skolan har ett stort ansvar vad gäller att förmedla matematisk kunskap då teknologins framfart fått en allt större betydelse i vardagen. Syftet med detta arbete är att undersöka hur lärarna i år F och 1 ser på sin matematikundervisning ur ett individanpassat perspektiv. Jag har utgått från olika faktaböcker inom undervisningen för yngre barns matematikinlärning och gjort en jämförelse mellan teori och praktik med utgångspunkt från ett individuellt arbetssätt. Empirin har hämtats från intervjuer med sex lärare, tre förskollärare och tre lärare, vilka arbetar med elever i år F och 1. Resultatet bekräftar att alla lärare har en mycket god kännedom om individanpassningens betydelse och målsättningen med ett individuellt arbetssätt. Olika arbetsmetoder används och den individanpassade undervisningen sker efter de förutsättningar som finns på varje skola och efter respektive pedagogs kunskap och erfarenhet.

Made available in DSpace on 2016-01-26T18:49:49Z (GMT). No. of bitstreams: 1 JOSINEIDE DISSERTACAO_06_12_2012.pdf: 1799660 bytes, checksum: 72a6d98e23d4e13ccbe54ef299b1f7c9 (MD5) Previous issue date: 2012-08-28 / The study, entitled The Scholar Use of the Film in Curriculum in São Paulo State, aims to identify the theoretical (philosophical, epistemological) of the Social Sciences Curriculum and its Application - History (Miceli & Fini, 2010), implemented by the State department of Education in São Paulo and compares them with the methodologies and activities suggested in this curriculum (in the Teachers Book, and Student Book, History, vol. 2, 3 grades of high school) to read films. This research is justified because of the curriculum makes use of the film Language in Education in São Paulo State, suggesting specific activities in the both Student and Teacher book in the different areas and themes for discussion and reflection used in the classroom. The documents analyzed (curriculum and books cited) propose discussions of topics relevant to the present and put the art film as an ally in encouraging the form of diverse views on issues at different periods of times. The documents were analyzed, therefore, how the proposed activities in these books use the film as a reference in the process: teaching, learning and development, establishing relationships with the theoretical principles that guide the curriculum. The research methodology was developed from a Qualitative method Analyzing Document according to (Lakatos and Marconi, 1999; Figueiredo, 2004; Ludke and Andre, 1986 and others) and bibliographic studies focused on specific theories of Arts, Communication, of Visual Languages especially the Cinematographic (Bergan, 2009; Aumont, 2008; Leite, 2003; Napolitano, 2009; Thiel, 2009; Turner, 1997 and others) and Education (Sacristan, 2000; Severino, 1992; Coll, 2006; Pacheco, 1995 and others). As a result, is reached the contribution of a critical analysis of theoretical concepts and methodologies used in the Paulista Curriculum for the use of film in the classroom and a final check of inadequacies at the suggested activities for reading the language of the film in discipline of History of High School. / A pesquisa, intitulada O Uso Escolar do Filme no Currículo do Estado de São Paulo, objetiva identificar os pressupostos teóricos (filosóficos, epistemológicos) do Currículo de Ciências Humanas e suas Tecnologias - História (Miceli; Fini, 2010), implantado pela Secretaria Estadual de Educação de São Paulo e confrontá-los com as metodologias e atividades sugeridas, neste currículo (no Caderno do Professor e no Caderno do Aluno, História, vol. 2, 3ª série do Ensino Médio) para a leitura de filmes. Justifica-se essa pesquisa em razão de o Currículo Estadual Paulista fazer uso da Linguagem Cinematográfica na Educação, sugerindo atividades específicas nos cadernos, nas diferentes áreas e eixos temáticos, para discussão e reflexão em sala de aula. Os documentos analisados (currículo e cadernos citados) propõem discussões de temas pertinentes à atualidade e colocam a arte fílmica como aliada no incentivo à formação de opinião sobre assuntos diversificados em épocas distintas. Analisaram-se, portanto, de que maneira as atividades propostas nestes Cadernos utilizam o recurso fílmico como referência no processo: ensino, aprendizagem e desenvolvimento, estabelecendo-se relações com os princípios teóricos que norteiam o currículo. A metodologia da pesquisa foi desenvolvida a partir de uma Pesquisa Qualitativa com Análise Documental conforme (Lakatos e Marconi, 1999; Figueiredo, 2004; Ludke e André, 1988 e outros) e estudos bibliográficos centrados em Teorias Específicas das Artes, da Comunicação, das Linguagens Visuais, sobretudo da Arte Cinematográfica (Bergan, 2009; Aumont, 2008; Leite, 2003; Napolitano, 2009; Thiel 2009; Turner, 1997 e outros) e da Educação (Sacristán, 2000; Severino, 1992; Coll, 2006; Pacheco, 1995 e outros). Como resultado, alcançou-se a contribuição de uma análise crítica das concepções teóricas e metodologias utilizadas no Currículo Estadual Paulista para o uso do filme em sala de aula e uma verificação final de inadequações nas atividades sugeridas para leitura da linguagem fílmica, na disciplina de História do Ensino Médio.

Made available in DSpace on 2016-07-18T17:54:19Z (GMT). No. of bitstreams: 1 JOSINEIDE DISSERTACAO_06_12_2012.pdf: 1799660 bytes, checksum: 72a6d98e23d4e13ccbe54ef299b1f7c9 (MD5) Previous issue date: 2012-08-28 / The study, entitled The Scholar Use of the Film in Curriculum in São Paulo State, aims to identify the theoretical (philosophical, epistemological) of the Social Sciences Curriculum and its Application - History (Miceli & Fini, 2010), implemented by the State department of Education in São Paulo and compares them with the methodologies and activities suggested in this curriculum (in the Teachers Book, and Student Book, History, vol. 2, 3 grades of high school) to read films. This research is justified because of the curriculum makes use of the film Language in Education in São Paulo State, suggesting specific activities in the both Student and Teacher book in the different areas and themes for discussion and reflection used in the classroom. The documents analyzed (curriculum and books cited) propose discussions of topics relevant to the present and put the art film as an ally in encouraging the form of diverse views on issues at different periods of times. The documents were analyzed, therefore, how the proposed activities in these books use the film as a reference in the process: teaching, learning and development, establishing relationships with the theoretical principles that guide the curriculum. The research methodology was developed from a Qualitative method Analyzing Document according to (Lakatos and Marconi, 1999; Figueiredo, 2004; Ludke and Andre, 1986 and others) and bibliographic studies focused on specific theories of Arts, Communication, of Visual Languages especially the Cinematographic (Bergan, 2009; Aumont, 2008; Leite, 2003; Napolitano, 2009; Thiel, 2009; Turner, 1997 and others) and Education (Sacristan, 2000; Severino, 1992; Coll, 2006; Pacheco, 1995 and others). As a result, is reached the contribution of a critical analysis of theoretical concepts and methodologies used in the Paulista Curriculum for the use of film in the classroom and a final check of inadequacies at the suggested activities for reading the language of the film in discipline of History of High School. / A pesquisa, intitulada O Uso Escolar do Filme no Currículo do Estado de São Paulo, objetiva identificar os pressupostos teóricos (filosóficos, epistemológicos) do Currículo de Ciências Humanas e suas Tecnologias - História (Miceli; Fini, 2010), implantado pela Secretaria Estadual de Educação de São Paulo e confrontá-los com as metodologias e atividades sugeridas, neste currículo (no Caderno do Professor e no Caderno do Aluno, História, vol. 2, 3ª série do Ensino Médio) para a leitura de filmes. Justifica-se essa pesquisa em razão de o Currículo Estadual Paulista fazer uso da Linguagem Cinematográfica na Educação, sugerindo atividades específicas nos cadernos, nas diferentes áreas e eixos temáticos, para discussão e reflexão em sala de aula. Os documentos analisados (currículo e cadernos citados) propõem discussões de temas pertinentes à atualidade e colocam a arte fílmica como aliada no incentivo à formação de opinião sobre assuntos diversificados em épocas distintas. Analisaram-se, portanto, de que maneira as atividades propostas nestes Cadernos utilizam o recurso fílmico como referência no processo: ensino, aprendizagem e desenvolvimento, estabelecendo-se relações com os princípios teóricos que norteiam o currículo. A metodologia da pesquisa foi desenvolvida a partir de uma Pesquisa Qualitativa com Análise Documental conforme (Lakatos e Marconi, 1999; Figueiredo, 2004; Ludke e André, 1988 e outros) e estudos bibliográficos centrados em Teorias Específicas das Artes, da Comunicação, das Linguagens Visuais, sobretudo da Arte Cinematográfica (Bergan, 2009; Aumont, 2008; Leite, 2003; Napolitano, 2009; Thiel 2009; Turner, 1997 e outros) e da Educação (Sacristán, 2000; Severino, 1992; Coll, 2006; Pacheco, 1995 e outros). Como resultado, alcançou-se a contribuição de uma análise crítica das concepções teóricas e metodologias utilizadas no Currículo Estadual Paulista para o uso do filme em sala de aula e uma verificação final de inadequações nas atividades sugeridas para leitura da linguagem fílmica, na disciplina de História do Ensino Médio.