Thesis (MSD (Play Therapy))--University of Pretoria, 2003. / Includes bibliographical references.

This study provides an account of the agendas, participation and influence of management, teachers, students and parents at a primary school in Tigray, Ethiopia. A literature review revealed gaps in the knowledge of these stakeholders’ involvement in school leadership structures in the current national policy context. A broader review of the major traditions of school research informed the design of this ethnographic case study. Fieldwork at ‘Ketema School’ took place over an eight-month period in 2014, and involved participant observation, informant-led interviews, and the collection of institutional documents. Data collection focused on the meetings of various bodies, and the activities of a single class in Grade 6 and 7. Inductive analysis of the case data was supported by Atlas.ti. The study reveals a convergence of understandings about the purposes and processes of the school consistent with the state-authorised model of schooling for national development. Structures and processes of surveillance and control incentivise and normalise compliance with government directives. These include positions of distributed leadership and mechanisms of mutual surveillance and internal accountability through which teachers and students share responsibility for supervising peers and colleagues. For example, the student leaders of the ‘one-to-five’ networks perform an academic support and behavioural control function in relation to their peers; and gim gima is a practice of public critique used for exposing misconduct. Meetings and other participative spaces enable members of the school community to share their views on conditions in school according to their interests and priorities; however, these forums are dominated by management agendas, and school-level decisions are restricted by a strong external policy context. This study extends knowledge of school leadership practices in Ethiopia and informs wider debates around community participation, accountability and school autonomy in developing countries. Recommendations are made for sharing and strengthening democratic practices and for future research.

Made available in DSpace on 2014-12-17T14:36:53Z (GMT). No. of bitstreams: 1 RosaneideLST_DISSERT.pdf: 9907923 bytes, checksum: af3c8bedcbe03ad14ea82bff761abd72 (MD5) Previous issue date: 2014-02-28 / Universidade Federal do Rio Grande do Norte / This research aims to study the participation of mothers in the School Council of the Centro Municipal de Educa??o Infantil Amor de M?e. The goal is to understand the relationship among concepts that mothers have and their practices as advisors. The historical-philosophical approach taken along the research permitted working with real people and not those derived or idealized ones. It searched an approximation of the mode of being and living of the councilor mothers in their homes, and the concepts and practices in the School Council. It was inspired by ethnographic researches to describe data, habits, cultural practices, meanings and values of people involved. As sources of research, we used: interviews with mothers and school staff; documentary and photographic collection of CMEI Amor de M?e; local and national legislation; notebooks of the National Program for the Strengthening of School Council (2004); data bank of dissertations and theses of the Post-Graduate Program in Education of the UFRN dealing with democratic management and the relationship school and family. The study indicates the existence of a narrative of the school community that shows mothers as "missing" or "passive" and a practice that point out to how people participate actively in the school routine. This contradiction reveals the existence of a historically constructed school mindset that is rooted in a model of family and school that differs from the reality found in CMEI Amor de M?e and how families served by CMEI Amor de M?e organize themselves. It is recommended that the school community and families reorganize the conceptions that guide their practices in educating and caring for children with whom they live and work to make progress together in managing this process / Essa pesquisa tem como objeto de estudo a participa??o das m?es no Conselho Escolar do Centro Municipal de Educa??o Infantil Amor de M?e. Objetiva compreender a rela??o entre as concep??es que as m?es possuem e suas pr?ticas de participa??o como conselheiras. A abordagem hist?rico-filos?fica, assumida no curso da pesquisa possibilitou trabalhar com pessoas reais e n?o derivadas ou idealizadas. Buscou uma aproxima??o do modo de ser e de viver das m?es conselheiras em suas casas e, das concep??es e pr?ticas no Conselho Escolar. Inspirou-se nas pesquisas etnogr?ficas, para descrever dados, h?bitos, pr?ticas culturais, significados e valores das pessoas envolvidas. Como fontes da pesquisa, recorreu-se a: entrevistas com m?es e funcion?rios; acervo documental e fotogr?fico do CMEI Amor de M?e; legisla??o local e nacional; cadernos do Programa Nacional de Fortalecimento dos Conselhos Escolares (2004); banco de disserta??es e teses do Programa de P?s-Gradua??o em Educa??o da UFRN que tratam da gest?o democr?tica e da rela??o escola e fam?lia. O estudo realizado indica a exist?ncia de uma narrativa da comunidade escolar que evidencia as m?es como ausentes ou passivas e uma pr?tica que as aponta como pessoas que participam efetivamente do cotidiano escolar. Essa contradi??o revela a exist?ncia de uma mentalidade escolar constru?da historicamente que se encontra enraizada em um modelo de fam?lia e de escola que se difere da realidade encontrada no CMEI Amor de M?e e do modo como as fam?lias atendidas pelo CMEI se organizam. Recomenda-se que a comunidade escolar e as fam?lias reorganizem as concep??es que orientam suas pr?ticas no processo de educar e cuidar das crian?as com as quais vivem e trabalham para que juntas avancem na gest?o desse processo

Submitted by JÚLIO HEBER SILVA (julioheber@yahoo.com.br) on 2017-03-30T14:01:42Z No. of bitstreams: 2 Tese - Sheila Santos de Oliveira - 2016.pdf: 5033946 bytes, checksum: 07f79e9d03798d4b4af28288634a1872 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2017-03-31T10:40:44Z (GMT) No. of bitstreams: 2 Tese - Sheila Santos de Oliveira - 2016.pdf: 5033946 bytes, checksum: 07f79e9d03798d4b4af28288634a1872 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-03-31T10:40:44Z (GMT). No. of bitstreams: 2 Tese - Sheila Santos de Oliveira - 2016.pdf: 5033946 bytes, checksum: 07f79e9d03798d4b4af28288634a1872 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2016-10-10 / Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq / This study is part of the research line State, Policy and Education History of the Federal University of Goiás Pós Graduate Program of Education. The object of study appears in discussions about educational management the meant managerial perspectives of education that has been consolidated, in Brazil, in recent decades. The objective is to analyze the Management Integrated of School (GIDE), a methodology implemented by the state government of Rio de Janeiro in 2011. Still, in an attempt to assess the realization of this policy, to identify, from the perspective of school management, the processes of resistance, accommodation and conflicts that may define the distance between politics as text and this practical implementation. The research has the time frame analysis the years 2011-2014. It is based on the object of study considering processes of social, political and economic that have a close relationship with there structuring of the capitalist system, under the guise of neoliberal regulation, evidenced in Brazil, especially from the 1990s. In the education alfield, these broader processes have indicated a public management design, guided by the principles and practices of the New Public Management that the criticism of classical and bureaucratic administration proposes a reorientation of institutions basing on managerial concepts with a focus on efficiency, control and measurable results. In this perspective the state government of Rio de Janeiro inserts in school life the GIDE, a strategic management system focused on results, whose main purpose is to raise the quality of education for the state to reach the first places in the ranking of national assessment. Even as analysis of the fundamentals were mobilized, considering the different contexts and historicity, the concepts of management, educational management, quality and evaluation. In order to achieve the proposed objectives were carried out semi-structured interviews with school managers. In a qualitative research perspective, it was used as a methodological theoretical support of the approach of the policy cycle is to understand the context of influence, the production and political practice. It is believed, finally, that GIDE changes the school logic, the role of the school manager and the way in which this subject acts. It is observed that by cooptation, by questioning in resistance to the model or by silences and omissions, concepts that are expensive to education and practices in everyday life are re-signified, which corroborates the distance between politics as a text and the practice of politics. GIDE is a management tool aimed at the quantifiable results of the educational process, distancing itself from the conception of education as a process of human and integral formation of the subjects. / O presente estudo insere-se na linha de pesquisa Estado, Políticas e História da Educação do Programa de Pós-Graduação da Faculdade de Educação da Universidade Federal de Goiás. O objeto de estudo consta nas discussões acerca do tema gestão educacional e das perspectivas gerencialistas da educação que vêm se consolidando no Brasil, nas últimas décadas. O objetivo do trabalho é analisar a Gestão Integrada da Escola (GIDE), uma metodologia de gestão implantada pelo governo do estado do Rio de Janeiro, no ano de 2011. Ainda, de avaliar a materialização dessa política, identificar, através da perspectiva dos gestores escolares, os processos de resistência, acomodações e conflitos que possam delimitar a distância entre a política como texto e sua implementação como prática. A pesquisa tem como recorte temporal de análise os anos de 2011 a 2014. Fundamenta-se o estudo do objeto considerando processos de transformação social, política e econômica que apresentam uma estreita relação com a reestruturação do sistema capitalista, sob o modo de regulação neoliberal evidenciado no Brasil, especialmente a partir década de 1990. No campo educacional, esses processos mais amplos têm indicado uma concepção de gestão pública, pautados nos princípios e práticas da Nova Gestão Pública, que, pela crítica à administração clássica e burocrática, propõem a reorientação das instituições, fundamentando-se em conceitos gerencialistas com foco na eficiência, controle e resultados quantificáveis. Nessa perspectiva, o governo do estado do Rio de Janeiro insere no cotidiano escolar a GIDE, um sistema de gerenciamento estratégico com foco nos resultados cuja principal finalidade é elevar a qualidade do ensino para que o estado alcance os primeiros lugares no ranking da avaliação nacional. Ainda como fundamentos da análise, foram mobilizados, considerando os diversos contextos e a historicidade, os conceitos de administração, gestão educacional, qualidade e avaliação. A fim de alcançar os objetivos propostos, foram realizadas entrevistas semiestruturadas com gestores escolares da rede pública estadual de ensino. Em uma perspectiva qualitativa da pesquisa buscou-se compreender a política como texto e suas implicações no contexto da prática. Acredita-se, por fim, que a GIDE altera a lógica escolar, a função do gestor escolar e a forma como esse sujeito atua. Observa-se que pela cooptação, pelos questionamentos na resistência ao modelo ou pelos silêncios e omissões, conceitos caros a educação e as práticas no cotidiano são ressignificados, o que corrobora a distância entre a política como texto e a prática da política. A GIDE é mais um instrumento de gestão voltado para os resultados quantificáveis do processo educativo, distanciando-se da concepção de educação como processo de formação humana e integral dos sujeitos.

v anglickém jazyce ABSTRACT This thesis aims to analyze and describe how the cooperation of pedagogical workers in selected a Little Class School, how cooperation works in practice. The theoretical part deals mainly with characteristic of Little Class school in the Czech republic, further focuses on teacher's personality, on the school climate and its environment where pedagogical employees work together. In the last chapter of theoretical part, cooperation as a topic is mentioned. It defines the basic concepts that are related to cooperation between educators. These concepts include Little Class school, teacher personality, professional development, climate and school environment, cooperation. In the theoretical part, cooperation between teacher and teaching assistant is also mentioned. The empirical part of the thesis contains a case study of a selected a Little Class school and how the cooperation takes place at this school. In the diploma thesis, these collection methods were used: observation, interview and questionnaire. Following is an analysis of the data collected and an assessment of the situation. This research showed interesting results. In the empirical part of diploma thesis are used knowledge from the theoretical part. KEYWORDS school climate, teaching staff, school management,...

No description available.

The central point of this thesis is the matter of school climate. The text seeks to cover the important features of this phenomenon and to set its theoretical framework. The thesis itself consists of two main parts: theory and research. To understand school climate we cover the terminology in the first chapter of the theoretical part. The second chapter goes into deeper details of school climate such as its structure and effects. In the third chapter, we take a closer look at salient features and factors impacting school climate. Of these features, students and teachers are the most important elements contributing to the school climate and as such are covered most extensively. The last chapter discusses various criterions to assess the pattern of the school climate. The research section is centered around an opinion survey focused on school climate perception from the standpoint of students, teachers, and parents conducted in smaller city high schools. Next to the description of climates observed, the research also compares the key indicators as well as the views of the survey participants.

Made available in DSpace on 2016-04-28T20:57:43Z (GMT). No. of bitstreams: 1 Robson da Silva Pereira.pdf: 711255 bytes, checksum: 203984416c1f0d578d1cc938f456f479 (MD5) Previous issue date: 2008-10-17 / Secretaria da Educação do Estado de São Paulo / The school has been the subject of intense studies, research and various concerns. Besides, in Brazil, with the recent process of redemocratization, many professionals, especially teachers, holders of vocational curriculum with close liaison with school education at different levels, could ascend to? Public positions in the in City and Estate Departments of Education, Ministries and NGOs. This research aimed to find out which were their major contributions/ projects implemented and which ones were considered most important to improve school education and why. It was also of interest to know what they considere to be the major educational problems they faced and the reasons they were so considered. Six participants were interviewed according to a set of questions that aimed toprovide information on issues above mentioned, as well as other considered to be relevant. After transcription of the recorded tapes their speech were read in order to establish the issues considered most important to answer the questions of research. It was possible to show that their management experience in public education was marked by a strong commitment with the educational needs of schools, including teacher training and democratization of school management. On the other hand, the results exposed a significant gap between what is said to be best for schools and the effective conditions to make it real / Considerando-se que a escola é objeto de intensos estudos, pesquisas e preocupações diversas, e que no Brasil, com a redemocratização recente, muitos profissionais da educação, notadamente professores, possuidores de currículum profissional com estreita ligação com a educação escolar em distintos níveis, puderam ascender a cargos públicos em Secretarias de Educação, Ministérios e assessorias diversas, buscou-se saber quais foram as contribuições/projetos que implementaram e que consideraram mais importantes para melhorar a educação escolar e por quê? Pesquisou-se, também, quais foram os principais problemas educacionais, assim como, as principais barreiras encontradas nesse período e por que foram assim consideradas. A pesquisa contou com 6 participantes que foram entrevistados, segundo um roteiro que tinha como eixo questões como as apresentadas acima, além de outras consideradas relevantes ao longo da entrevista. Após a transcrição das gravações, foram elencados os temas considerados mais importantes para responder às perguntas de pesquisa. Analisaram-se e discutiram-se os temas que emergiram de suas intervenções. A passagem desses profissionais pela gestão pública em educação revelou uma forte preocupação, que tinha como prioridade, o atendimento de necessidades pedagógicas das escolas entre as quais a implantação dos ciclos/progressão continuada, correção de fluxo série-idade, formação permanente docente e democratização da gestão. Por ouro lado, os resultados expuseram que há uma significativa distância entre o que se defende e se pensa para a educação escolar e as efetivas condições práticas para sua aplicação

Made available in DSpace on 2016-04-27T14:30:30Z (GMT). No. of bitstreams: 1 Marco Antonio de Jesus Machado.pdf: 724489 bytes, checksum: 05e33a764bdb5175661246e9afba9def (MD5) Previous issue date: 2010-11-10 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / This thesis has as its theme the "meta-evaluation of projects in Education using ICT". Its purpose is to conduct a meta-evaluation of the Project Management School and Technology as well as the Learning Partnership program, concerning with the quality of evaluation processes. The meta-evaluation aims to improve the methodological and practical assessments of future projects involving ICT. This course was constructed on the basis of that evaluation is part of the nature of practice as to think the assessment is to think the practice as the best way to improve it. The research led to the revision of the conceptual evolution of the project until its inclusion in education, by authors such as Jean-Pierre Boutinet and Nilson José Machado. It was necessary to relate the project with the technology. For this I used the concept of technology inserted in the work of Alvaro Viera Pinto. The different conceptions of evaluation have been worked by authors such as Jean-Jacques Bonniol and Michael Vial, Elizabeth Franchi Cappelletti; Ernesto Cohen and Rolando Franco and tests organized by Maria Cecilia Noble Purple Barrier and Maria do Carmo Brant de Carvalho. Finally, to examine the use of ICT in Education, resorted to Bianconcini Elisabeth Maria de Almeida. The research chose a qualitative approach, because it is more appropriate to deal with feelings, perceptions and human attitudes, thus moving away from the rigors of rationality. The procedures adopted for the analysis were: a semi-structured interview instrument considered qualitative, suitable for the study of subjective meanings, and document analysis, used to understand reality to be researched, construct categories of analysis for the assessment and complete information derived from interviews. The data suggest the importance of the evaluative procedures in programs and projects with the use of ICT deployment, process, and also the analysis of results. The assessments examined met expectations and were useful for the audience involved, they could anticipate problems and / or propose solutions to problems encountered. The outcome of the meta-evaluation may serve as input for future projects of evaluation, provided that consideration is given to the care of the difficulties encountered, which will serve as an apprenticeship for future projects / Esta tese tem como tema a meta-avaliação de projetos em educação com o uso das TIC . Sua finalidade é realizar a meta-avaliação do Projeto Gestão Escolar e Tecnologias e do Programa Parceiros na Aprendizagem, preocupando-se com a qualidade desses processos avaliativos. A meta-avaliação objetiva o aprimoramento metodológico e prático de futuras avaliações de projetos envolvendo as TIC. Esse percurso foi construído com base no pressuposto de que a avaliação faz parte da própria natureza da prática, pois pensar a avaliação é pensar a prática enquanto melhor maneira de aperfeiçoá-la. A pesquisa conduziu à revisão da evolução do conceito de projeto até a sua inserção na educação, por meio de autores como Jean-Pierre Boutinet e Nílson José Machado. Foi necessário relacionar o projeto com a tecnologia. Para tanto utilizei o conceito de tecnologia presente na obra de Álvaro Viera Pinto. As diferentes concepções de avaliação foram trabalhadas por meio de autores como Jean- Jacques Bonniol e Michael Vial; Isabel Franchi Cappelletti; Ernesto Cohen e Rolando Franco e dos ensaios organizados por Maria Cecília Roxo Nobre Barreira e Maria do Carmo Brant de Carvalho. Por fim, para analisar o uso das TIC na área educacional, recorri a Maria Elisabeth Bianconcini de Almeida. A pesquisa optou pela abordagem qualitativa, por ser a mais adequada para lidar com sentimentos, percepções e atitudes humanas, afastando-se assim do rigor da racionalidade. Os procedimentos adotados para a análise foram: a entrevista semiestruturada, instrumento considerado qualitativo, próprio para o estudo de significados subjetivos, e a análise documental, utilizada para conhecer realidade a ser pesquisada, construir categorias de análise para a avaliação e completar informações advindas das entrevistas. Os dados apontam para a importância dos procedimentos avaliativos em programas e projetos com o uso das TIC, na implantação, no processo e também na análise dos resultados. As avaliações analisadas atenderam a expectativa e foram úteis para as audiências envolvidas. Puderam antecipar problemas e/ou propor soluções às dificuldades encontradas. Os resultados da meta-avaliação podem servir como subsídios para futuros projetos avaliativos, desde que se atente para o cuidado com as dificuldades encontradas, que servirão como ensinamento para futuros projetos

This dissertation regards the research of the micro politics of work, at the "Regional Management School" (Colegiado de Gestão Regional), also known as COGERE. This work's main goal is to analyze the technologies used in the protocols of management and decision making by managers at COGERE 4th Health Region. This study aims to contribute to the knowledge of health management and its practice. The theoretic framework of this dissertation is based on the analysis of the Brazilian Health Reconstruction, the legislation of the "Single Health System" (Sistema Único de Saúde, also known as SUS), the health system work protocols and the association of the fields of care and management. This study is also based on Emerson Elias Merhy's and Michel Foucault's work. The methodology uses the qualitative approach, and the investigative approach is the case study, because we are dealing with the analysis of a SUS decision-making institution, which is the COGERE 4th Health Region, located in the south of Brazil. The subjects researched were the staff of this management school and the data was surveyed through interviews, observation and document analysis. The findings of this study allow us to say that the technologies used by decisionmaking managers at COGERE, are most likely "light-hard" and "hard" when bound to the standards, ordinances, rules, contracts, technical knowledge systematized and structured, over the "light" technologies, that were supposed to be predominant at this place, where the theoretical assumptions are relationships among people, co-management, dialogue, sharing and the collective construction of the management politic process and health political organizations, at the 4th Health Region, located in the south of Brazil. / A presente dissertação tem como objeto de pesquisa a micropolítica do trabalho no espaço do Colegiado de Gestão Regional COGERE. O Objetivo Geral deste estudo é analisar as tecnologias utilizadas nos processos de trabalho implementados no Colegiado de Gestão Regional, para tomada de decisão dos gestores integrantes do COGERE da 4ª Região Sanitária de Saúde. Este estudo pretende contribuir com o avanço do conhecimento no campo da gestão em saúde e sua aplicação, no caso singular dos colegiados regionais de gestão. O arcabouço teórico utilizado fundamenta-se na análise da Reforma Sanitária Brasileira, legislação do Sistema Único de Saúde, no processo de trabalho em saúde, associando o campo do cuidado com a gestão, em especial a partir das obras de Emerson Elias Merhy e Michel Foucault. A metodologia utilizada traz a abordagem qualitativa e a estratégia de investigação de Estudo de Caso, por tratar-se da análise de uma instância decisória do SUS que é o Colegiado de Gestão Regional da 4ª Região Sanitária do Rio Grande do Sul. Os sujeitos pesquisados foram os integrantes deste colegiado e as técnicas utilizadas para coleta de dados foram as entrevistas, a observação e análise documental. Os achados deste estudo permitem afirmar que as tecnologias utilizadas pelos gestores nos processos de tomada de decisão no espaço do COGERE são, predominantemente, de natureza leve-duras e duras vinculadas às normas, portarias, regras, contratos, conhecimento sistematizado e estruturado, em detrimento das tecnologias leves, as quais deveriam predominar nesse espaço, que tem, como pressuposto teórico, as relações entre os atores, a cogestão, o diálogo, o compartilhamento e a construção coletiva e solidária de processos políticos de gestão e organização de políticas de saúde para 4ª Região Sanitária do RS.