This master thesis project, was developed at the Master Degree in Education, at Federal University of Santa Maria (UFSM), stems from the research Line Education, Knowledge and Professional Development. It aims to understand to what extent visual literacy is a possibility to help teachers‟ awareness in their lifelong education processes in a public school in Santa Maria - RS and it investigates how teachers externalize their seizure of knowledge relating to images meaning resources. This research is characterized as qualitative, guided by the Investigative-formative Dialogical Circles process, it aims to liberate and emancipate all teachers involved in this process, and the inspiration to this process is the Circles of Culture from Paulo Freire. This study was developed from the conception of language as a social practice, in Van Leeuwen; Kress and Halliday I found the needed theoretical basis for visual literacy, considering the different ways of communication in its context of use. Freire, Maturana and Arroyo supported the teachers lifelong education under the humanizing perspective, thinking about the path that leads us to choose our profession and how to make our practice as empowered citizens. Based on the data analysis, we can say that teachers used images in their practice intuitively, for illustration only and not as an unit of meaning, thus failing to recognize the image as an important resource in the knowledge construction. However, through the Investigative-formative Dialogical Circles there was considerable awareness about the recognition of language in its context of use, image as a language mode and, so, meaningful itself, the recognition of images meaning resources and about some implications of teacher‟s lifelong education under the humanizing perspective. / Essa dissertação de mestrado, desenvolvida no Programa de Pós-Graduação em Educação, da Universidade Federal de Santa Maria (UFSM), decorre da Linha de Pesquisa Formação, Saberes e Desenvolvimento Profissional. Tem como objetivo geral compreender em que medida a alfabetização visual é uma possibilidade de auto(trans)formação permanente com professores do ensino fundamental de uma escola municipal de Santa Maria RS e averiguar de que maneira os professores externam a apreensão dos saberes relativos aos recursos de sentido nas imagens. A pesquisa caracterizou-se como qualitativa, organizada na dinâmica e processualidade dos Círculos Dialógicos Investigativo-formativos, o quais visam à libertação e a emancipação de todos os envolvidos no processo, a inspiração desse processo são os círculos de cultura de Paulo Freire. O estudo se desenvolveu a partir da concepção da linguagem como prática social, tendo em Van Leeuwen; Kress e Halliday a base teórica para os elementos da alfabetização visual, considerando os diferentes modos de linguagem em seu contexto de uso. Freire, Maturana e Arroyo deram suporte à formação de professores sob a perspectiva humanizadora, pensando no percurso que nos leva a escolher a profissão docente e em como assumir nossa prática como atores sociais e não asujeitados e asujeitadores. Com a análise dos dados, é possível dizer que os professores utilizavam imagens em sua prática pedagógica de maneira intuitiva, apenas como ilustração e não como unidade de sentido, deixando assim de reconhecer a imagem como recurso importante na construção do conhecimento. Porém, averiguou-se que por meio dos Círculos Dialógicos Investigativo-formativos houve uma considerável sensibilização quanto ao reconhecimento da linguagem em seu contexto de uso, da imagem como um modo de linguagem e, portanto, possuidora de significado em si, do reconhecimento de recursos de sentido nas imagens e de algumas das implicações da auto(trans)formação permanente sob a perspectiva humanizadora.

The aim of this diploma thesis is to formulate a strategy for lifelong education of the state forest administration authorities' workers. The Ministry of Agriculture runs the education in the state and public administration on the basis of the Education Conception of the Ministry of Agriculture for the years of 2015-2020. This conception outlines education of state and public administration workers with departmental specialization. It determines the basic frame of lifelong education of all workers with departmental specialization. Yet there is no detailed strategy for particular domains of the department which would respond to real needs in practice. The strategy proposed in this thesis focuses on state forest administration workers at municipalities and regional offices. It is based on results of previous research which surveys the situation of state forest administration workers from the point of view of their work performance. Our research, which makes part of this thesis, is focused on their vocational lifelong education and surveys their needs concerning work performance and preferred forms and tools of further special education. This research serves for formulation of educational strategy and represents an analysis of needs which should be repeated at certain intervals. Regarding the context...

Esta pesquisa analisa e compara modelos atuais de organização de escolas voltadas para atender exclusivamente jovens e adultos com baixa escolaridade. Para isso, recorreu-se à modalidade de pesquisa qualitativa, conhecida como estudo de casos múltiplos. A pesquisa emergiu da constatação de que apesar dos avanços no plano legal e nas políticas educacionais das últimas décadas, persiste, no Brasil, uma expressiva demanda potencial para a Educação de Pessoas Jovens e Adultos (EPJA), posta à margem pelo sistema público de ensino, além do declínio no número de matrículas e de persistirem os altos índices de abandono dos estudantes desta modalidade. A tese sustenta que um dos principais motivos para tal paradoxo é a rigidez da organização escolar que dificulta o atendimento da diversidade presente na EPJA e a persistência do paradigma da educação compensatória, que sustenta práticas pouco condizentes com o perfil do público jovem e adulto. Com base em evidências de pesquisas anteriores, a investigação opera com a hipótese de que escolas organizadas para atender exclusivamente a EPJA respondem de modo mais apropriado às necessidades e condições de aprendizagem deste grupo social e geracional, ao invés dos cursos noturnos oferecidos em escolas organizadas para atender prioritariamente crianças e adolescentes. Para verificar tal hipótese, o estudo foi desenvolvido em três centros públicos: o Centro Integrado de Educação de Jovens e Adultos (CIEJA) Marlúcia Gonçalves de Abreu, localizado na Zona Leste da cidade de São Paulo; o Centro Municipal de Ensino Fundamental e Educação de Jovens e Adultos (CEMEFEJA) Paulo Freire, situado no centro da cidade de Campinas, e a Escola de Adultos La Verneda-Sant Martí, localizada no bairro Sant Martí, em Barcelona, Espanha. Os estudos de caso seguiram um protocolo comum a partir do qual foram levantados os seguintes aspectos em cada uma das instituições: perfil socioeconômico e cultural dos educandos; perfil dos educadores em relação às condições de trabalho e oportunidades de formação continuada; as instalações físicas; a assistência aos estudantes; o currículo e as propostas pedagógicas; a flexibilidade da organização dos tempos e espaços de aprendizagem; a gestão escolar; o comportamento das matrículas, o fluxo e o rendimento escolar, bem como os índices de certificação. O estudo revelou que o fato de estarem focados nas questões que circundam as especificidades da EJA favorece a flexibilidade para atender de modo mais satisfatório as necessidades e possibilidades deste público de acessar e permanecer na escola, o que não impede que algumas práticas pedagógicas e de gestão recaiam no paradigma da educação compensatória, sobretudo nos casos do CIEJA e do CEMEFEJA, com exceção feita à Escola de Adultos La Verneda-Sant Martí, pois ela se aproxima da concepção de educação permanente, ao longo da vida, em perspectiva crítica, sobretudo em relação à gestão, realizada por duas associações dirigidas por estudantes, com participação paritária de toda a comunidade escolar e do entorno. / The research analyses and compares current organization models of schools dedicated exclusively to the attend of young people and adults with low schooling. This research came from the observation that despite advances in the legal and educational policies of the last decades, there remains a huge potential demand for Youth and Adult Education (EJA - Educação de Jovens e Adultos -), which is not being covered by the public school system, in contrast , there has been a decline in the number of enrollments and the high dropout rates of students of this modality persist. The thesis argues that one of the main reasons for this paradox is the rigidity of school organization which makes it difficult to attend to the diversity present in the EJA and the persistence of the compensatory education paradigm, which supports practices that are inconsistent with the profile of young and adult public. Based on evidence from previous researches, this research works with the hypothesis that schools that are organized to attend exclusively the EJA respond more appropriately to the needs and learning conditions of this social and generational group than the evening courses offered in schools that are organized to attend primarily children and adolescents. To verify this hypothesis, the study was developed in three public centers: the Integrated Center for Youth and Adult Education (CIEJA - Centro Integrado de Educação de Jovens e Adultos) Marlúcia Gonçalves de Abreu, located in the East Zone of the city of São Paulo; the Municipal Center of Elementary Education and Youth and Adult Education (CEMEFEJA - Centro Municipal de Ensino Fundamental e Educação de Jovens e Adultos) Paulo Freire, located in the center of the city of Campinas and the La Verneda-Sant Martí Adult School, located in the Sant Martí neighborhood in Barcelona, Spain. The case studies followed a common protocol from which the following aspects were raised in each of the institutions: the students\' socioeconomic and cultural profile; the teachers\' profile regarding working conditions and opportunities for continuing education; the physical facilities; the student assistance; the curriculum and pedagogical proposals; the flexibility of the organization of learning times and spaces; the school management; the enrollments behavior, school flow and achievement, as well as certification rates. The study revealed that the fact that they are focused on the issues that surround the specificities of the EJA favors the flexibility to meet in a more satisfactory way the needs and possibilities of this public to access education and to remain in school, which does not prevent some pedagogical and management practices from falling into the compensatory education paradigm, especially in the cases of CIEJA and CEMEFEJA. Exception made to the La Verneda-Sant Martí Adult School which approaches the concept of lifelong education in a critical-emancipatory perspective, especially in relation to management, which is carried out by two student-led associations, with equal participation of the entire school community and the surrounding community.

L'expression « éducation populaire » connaît en France une nouvelle fortune depuis les années 1990. La recherche vise à éclaircir le sens et les causes de ce retour en grâce discursif. On définit la séquence « éducation populaire » comme une formule, au sens de l'analyse du discours, en lien avec la notion de catégorie. L'étude du retour contemporain de celle-ci impose un long détour par son histoire. Celle-ci se décompose en deux cycles complet constitués de phases d'émergence, de consécration et de déclin autour d'un usage de la formule comme quasi-catégorie : sous-catégorie de l'Instruction publique entre la Révolution française et les années 1930, puis catégorie détachée de l'École mais associée à des formules concurrentes et bientôt reléguées par elles au rang d'ancêtre mythique. La période contemporaine se présente comme l'émergence d’un usage détaché de l’animation socioculturelle et orientée vers la formation militante et la repolitisation des politiques culturelles ; ce nouvel usage, qui demeure toutefois en concurrence avec une remobilisation du secteur Jeunesse et Éducation populaire, réintroduit en outre les pratiques d’origine scolaires que ce dernier avait écartées. / The set phrase "éducation populaire" has been especially successful in French public discourses since the 1990s. We intend to analyze this lexical comeback. The past life of the phrase can be divided in two cycles, each of them composed of successive phases of emergence, consecration and decline, and revolving around an interpretation of the phrase as a quasi-category. It starts as a subcategory of "Instruction publique" from the French Revolution to the 1930s, then becomes a category detachedfrom schooling but linked with competing phrases, and is soon discarded by these ones as a mythical ancestor. The last years witness a new, yet uncertain phase of emergence which defines "éducation populaire" as a form of radical political education or as a repoliticization of cultural policies. This new use, however, is competing with the remobilization of traditional movements. It also reintroduces the school-rooted practices which had been previously discarded.

The diploma thesis deals with the suggestopedical English language teaching in the context of leisure education. Characterizes the interest adult learning as a part of lifelong education, defines its objectives, functions, motivation and language barriers within the adult education. More specifically, it focuses on the alternative method suggestopedia in detail; it examines its origin, development, features and principles. It describes the different stages of learning that forms the characteristic profile of this unconventional method. The empirical part is focused on the suggestopedic course itself. The use of case study helped to understand the features of suggestopedic education, processes and conditions from the point of experiences and attitudes of the course participants, i.e. the advantages and disadvantages of this method.

Made available in DSpace on 2016-06-02T19:39:51Z (GMT). No. of bitstreams: 1 6475.pdf: 1412640 bytes, checksum: 1124fb478e71b1f826bf924b9193c8d4 (MD5) Previous issue date: 2014-02-24 / The Education of Youth and Adults (EJA) undergoes a process of paradigm change from a compensatory conception of basic education to lifelong learning. As a teaching modality, EJA needs to be understood in the broadest sense, connecting school experience with people s life and work expectations by seeking to contemplate their needs. The objective of this work is to describe and analyze one experience of EJA understood in the context of Lifelong Education: the Popular Legal Promoters Course (PLPs), which aims to train adult women to be multipliers of rights, laws and legal mechanisms in their communities. Women are still subordinate to hierarchies in different social contexts and struggle daily to uphold their rights. This research was carried out by conducting in-depth interviews with four PLPs graduated in the third group of the course in the city of Sao Carlos. Through content analysis and the Critical Communicative Methodology themes and categories were prepared highlighted in their transforming and exclusionary elements. Among the main elements of the PLPs course that contribute to EJA we have: practical utility of the content; the form of openly relation with knowledge; dialogical education; the importance of women's themes and feminism as well as multidisciplinary content. In this sense, the present dissertation focuses on the Popular Legal Promoters education as a Lifelong Education experience, which brings elements to the reformulation in the organization of EJA as a formative space that better suits women. / A Educação de Jovens e Adultos (EJA) passa por um processo de mudança de paradigma entre uma concepção compensatória da formação básica e uma aprendizagem ao longo da vida. Enquanto modalidade de ensino, a EJA necessita ser compreendida no sentido mais amplo, conectando a experiência escolar, com as expectativas de vida e de trabalho das pessoas, buscando contemplar as suas necessidades. Busca-se neste trabalho descrever e analisar uma experiência de EJA, compreendida na perspectiva da Educação ao Longo da Vida: o Curso Promotoras Legais Populares (PLPs), que tem como objetivo formar mulheres adultas, para que sejam multiplicadoras dos direitos, leis e mecanismos jurídicos em suas comunidades. As mulheres ainda encontram-se subordinadas à hierarquias em diversos âmbitos sociais, e lutando cotidianamente para que seus direitos sejam assegurados. Essa pesquisa se desenvolveu por meio da realização de entrevistas em profundidade, com quatro PLPs, formadas na terceira turma do curso da cidade de São Carlos. Por meio da análise de conteúdo e da Metodologia Comunicativa Crítica, foram elaboradas temáticas e categorias, destacadas em seus elementos transformadores e excludentes. Dentre os principais elementos do curso de PLPs que contribuem para a EJA, temos: utilidade prática do conteúdo; a forma de relação com o conhecimento, de maneira aberta; a formação dialógica; a importância dos temas das mulheres e do feminismo e conteúdo multidisciplinar. Desta forma, a presente dissertação trata a formação das Promotoras Legais Populares, como uma experiência de Educação ao Longo da Vida, que traz elementos para a reformulação na organização da EJA, como espaço formativo que melhor atenda as mulheres.

Orientador: Débora Cristina Jeffrey / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-22T21:59:41Z (GMT). No. of bitstreams: 1 Dombosco_CristianeTeresa_M.pdf: 3087059 bytes, checksum: 37fe07963f78254791e2ba9f057363c7 (MD5) Previous issue date: 2013 / Resumo: A pesquisa tem como objetivo geral fazer a análise da política pública de qualificação profissional de educandos da Educação de Jovens e Adultos - EJA, por meio do projeto EJA Profissões, nos cursos do segundo segmento dessa modalidade no âmbito da Secretaria Municipal de Educação no município de Campinas/SP. O referencial teórico-metodológico fundamenta-se na abordagem do ciclo de políticas, formulada por Stephen Ball, uma vez que essa abordagem compreende a análise da trajetória de políticas públicas educacionais, da sua formulação à implementação, por meio do estudo dos contextos de influência, contexto do texto e contexto da prática. A pesquisa é qualitativa e se baseou em um estudo de caso, realizado em duas das três escolas indicadas pela Secretaria Municipal de Educação de Campinas como unidades piloto para a implementação dessa política pública. Pretende-se dar maior visibilidade ao processo de implementação dessa política e, com isso, conhecer as questões que a levaram a fazer parte da agenda política, seus formuladores, seus implementadores e, por fim, as possíveis relações entre os objetivos da medida e sua efetiva implementação. / Abstract: The research aims to make the analysis of public policy on students' professional qualifications of Youth People and Adults - EJA, through the project "EJA Profissões", in the second segment courses of this modality of education, within the scope of the City Department of Education in Campinas/SP. The theoretical and methodological approach is based on the Stephen Ball's 'policy cycle'. This approach includes the analysis of the trajectory of educational public policies, from their formulation to their implementation, through the study of the influence contexts, the text context and the practice context. The research is qualitative and it is based on a case study conducted in two of the three schools listed by the City Department of Education of Campinas as pilot units for the implementation of this public policy. The expectation of the research is to give a broader visibility to the process of implementation of this public policy. From there, understand the issues that led it to the political agenda, its formulators and implementers, and also the possible relationships between the objectives of this process and its effective implementation. / Mestrado / Politicas, Administração e Sistemas Educacionais / Mestra em Educação

My thesis deals with the satisfaction and motivation of nurses. On the base of theoretic knowledges, specifically the theme of leading people, motivation of workers, education system for nurses and everything what influences the satisfaction was written up the practical part. The aim of this thesis is the analysis of satisfaction and motivation of nurses in the chosen medical institution. Part of the practical part is the assessment of the established aims and verification of the correctness of the hypotheses.

The diploma thesis deals with the topic of further education of teachers in the field of digital competencies from the perspective of educational management. This subject was chosen not only of its topicality, but also due to the strategic dimension of further education of teachers and their digital skills, which reflect the key documents of MŠMT. The theoretical part of the diploma thesis focuses on theses related to educational management, further education of teachers and ends with a chapter dealing with digital competencies. The research part of the diploma thesis pays attention to the offer and demand of further education of teachers and the reflection of digital competencies of teachers through qualitative research and data analysis. Specifically, the research survey consists of semi- structured interviews conducted with primary school teachers in the capital city of Prague, analysis of data from the Teacher's digital competences framework and analysis of selected websites collecting the offer of further education of teachers. The aim of the diploma thesis is to analyze and critically evaluate the offer and demand for further education of teachers in the field of digital competencies and to reflect the current digital competencies of teachers that they use in practice. KEYWORDS further...

Objet : Au Québec, comme dans le reste du Canada, le nombre de professionnels en reprise d’étude est en nette augmentation. Parmi ces professionnels, un certain nombre se trouve en situation de transition professionnelle après plusieurs années de travail. L'objectif de cette recherche est de déterminer quels facteurs influent sur les retours aux études de ces professionnels. Méthode : au total, 625 étudiants adultes de la faculté d’éducation permanente de l’Université de Montréal ont reçu une invitation à répondre à un sondage en ligne après avoir informé de leur intérêt pour notre étude. Le sondage en ligne a rendu possible la collection de 170 réponses (taux de réponses de 27,2%) à notre questionnaire de 64 questions. Les informations collectées ont permis la création de diverses variables ainsi que d’indices de confiance, de volonté, de temps, d’information qui ont par la suite été recoupés avec les informations dispositionnelles, situationnelles, institutionnelles et démographiques de notre échantillon. Découvertes : Il apparaît que la confiance, la motivation et le temps sont les facteurs ayant le plus d’impact sur le retour aux études de notre échantillon. Implication : Maintenir la motivation et la confiance semble être la clé pour minimiser l'impact de facteurs défavorables sur les professionnels qui décident de retourner à l'école après leur début de carrière. Originalité et intérêt : Peu d'études ont été réalisées sur la participation de ces professionnels en transition à des programmes de formation universitaire, cette étude exploratoire est un premier pas dans la collecte d’information sur une population méconnue. / Purpose: In Quebec, as in the rest of Canada, the number of professionals returning to education has increased significantly. Among these professionals, a number is (are) experiencing career transition after several years of work. The objective of this research is to determine what factors do affect the returns to education of these professionals Design/methodology/approach: In total 625 students of the Faculty of continuing education of the University of Montreal were invited to answer to a 64 questions online survey. 170 answers were collected. (27.2% response rate) The data collected allowed for the creation of variables and indices of confidence, motivation, time, etc. This data was subsequently intersected with dispositional, situational, institutional and demographic information in our sample. Findings: it does appear that internal factors: confidence; motivation; and the time factor have the most impact on our sample. Practical implications: maintaining motivation and confidence appears to be key to minimizing the impact of adverse factors on professionals who decide to go back to university after spending years on the job market Originality/value: few studies have focused on the problems faced by professionals who opt to go back to school to prepare for career change, this study is a first step in the collection of information on a not so well known population.