This work is about the study of the children's free play in kindergartens. The study aims to investigate what significance free play has in kindergartens and what role pedagogues have in their children's free play. This study was conducted in two different kindergartens located in the same municipality.  One of the kindergartens is located in a monocultural area and the other in a multicultural area. That provides the opportunity to explore what differences exist between the two kindergartens. A qualitative investigation, consisting of interviews and participatory observation, was performed to answer the above research questions. The results confirm my own original conviction that the free play develops children's social interaction, fantasy and language. The pedagogues role in the children's free play is to help children during their free play, to give them confidence, to make them happy, to give them new and developmental toys and to provide an environment to safe play in.  The difference between the monocultural and multicultural kindergarten was that children with multiethnic background had problems with understanding each other because of differences in language, and this affected their social interaction and fantasy, thus their playing too. The pedagogues had to make an extra effort in helping these children to start to play together.

Made available in DSpace on 2014-06-11T19:28:25Z (GMT). No. of bitstreams: 0 Previous issue date: 2011-06-20Bitstream added on 2014-06-13T19:36:59Z : No. of bitstreams: 1 aranibar_cpl_me_prud.pdf: 1884404 bytes, checksum: 1844f77494c24c0f16fd0cbcf7fefea4 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP) / O objetivo da pesquisa é analisar o processo da descolonização/desabigarramiento do território desde as lutas e resistências dos povos e desde um campo político, a Assembléia Constituinte (2006-2008), onde a disputa do território é a base da construção da sociedade e do estado na Bolívia. O estudo coloca o analise no momento constitutivo, o qual surge das lutas anticoloniais e anticapitalistas que põem a crise o modelo do estado e da sociedade, onde o epicentro destas lutas e o mundo agrário, cujos tecidos societários comunitários e outras formas de organização interpelam o núcleo da dominação (TAPIA, 2005) colocando no debate a compreensão unilinear do território como dispositivo da dominação. A abordagem deste debate inicia-se na compreensão da Bolívia como uma formação social abigarrada (ZAVALETA, 1986), expressado em um estado e um território monocultural que se cimenta sobre a diversidade territorial pré-existente ao fato da invasão. O processo desencadeado pelos povos planteia avançar no desabigarramento do território, colocando em debate a compreensão do território único e a qualidade política como condição inerente só ao estado / The goal of the research is to analyze the territory decolonization process from the resistance and struggle of the indigenous people, as from a political field, the Constituent Assembly (2006-2008), where the territory dispute is the basis for building the society and state in Bolivia. This study places its analysis in the constituent moment, located in the anticapitalist and anticolonial fights that shows the model of society and state crisis, where the center of these fights is the agrarian world, whose social community texture and other forms of organization challenge the very center of dominance (TAPIA, 2005), placing a debate over the unilateral understanding of the territory as a dispositive of dominance. The approach to this debate begins with the understanding that Bolivia has an abigarrada social formation (ZAVALETA, 1986), which in turn produce a monocultural estate and territory overlapped on the pre-existing territorial diversity to the fact of invasion. The process initiated by the indigenous people looks forward to strengthening the territory decolonization process, facing the debate over the unique understanding of territory and its political quality only as a state intrinsic condition / El objetivo de esta investigación es analizar el proceso de descolonización/desabigarramiento del territorio desde las luchas y resistencias de los pueblos como desde un campo político, la Asamblea Constituyente (2006/2008), que disputa el territorio como base de la construcción de la sociedad y el estado en Bolivia. El estudio sitúa su análisis en un momento constitutivo, que se constituye a partir de las luchas anticoloniales y anticapitalistas que ponen en crisis al modelo de estado y sociedad, donde el epicentro de estas luchas es el mundo agrario, que a través de sus tejidos societales comunitarios y otras formas de organización han interpelado el núcleo de la dominación (TAPIA, 2005) poniendo en debate la comprensión unilineal del territorio como dispositivo de la dominación. Abordamos este debate partiendo de la comprensión de que Bolivia tiene una formación social abigarrada (ZAVALETA, 1986), que da paso a la formación de un estado y territorio monocultural que se ancla sobre la diversidad territorial preexistente al hecho de la invasión. El proceso desatado por los pueblos plantea avanzar en el desabigarramiento del territorio, poniendo en debate la comprensión de territorio único y de la cualidad política como condición intrínseca solo al estado

Orientador: Bernardo Mançano Fernandes / Banca: Luis Tapia Mealla / Banca: Antonio Thomaz Júnior / Resumo: O objetivo da pesquisa é analisar o processo da descolonização/desabigarramiento do território desde as lutas e resistências dos povos e desde um campo político, a Assembléia Constituinte (2006-2008), onde a disputa do território é a base da construção da sociedade e do estado na Bolívia. O estudo coloca o analise no momento constitutivo, o qual surge das lutas anticoloniais e anticapitalistas que põem a crise o modelo do estado e da sociedade, onde o epicentro destas lutas e o mundo agrário, cujos tecidos societários comunitários e outras formas de organização interpelam o núcleo da dominação (TAPIA, 2005) colocando no debate a compreensão unilinear do território como dispositivo da dominação. A abordagem deste debate inicia-se na compreensão da Bolívia como uma formação social abigarrada (ZAVALETA, 1986), expressado em um estado e um território monocultural que se cimenta sobre a diversidade territorial pré-existente ao fato da invasão. O processo desencadeado pelos povos planteia avançar no desabigarramento do território, colocando em debate a compreensão do território único e a qualidade política como condição inerente só ao estado / Resumen: El objetivo de esta investigación es analizar el proceso de descolonización/desabigarramiento del territorio desde las luchas y resistencias de los pueblos como desde un campo político, la Asamblea Constituyente (2006/2008), que disputa el territorio como base de la construcción de la sociedad y el estado en Bolivia. El estudio sitúa su análisis en un momento constitutivo, que se constituye a partir de las luchas anticoloniales y anticapitalistas que ponen en crisis al modelo de estado y sociedad, donde el epicentro de estas luchas es el mundo agrario, que a través de sus tejidos societales comunitarios y otras formas de organización han interpelado el núcleo de la dominación (TAPIA, 2005) poniendo en debate la comprensión unilineal del territorio como dispositivo de la dominación. Abordamos este debate partiendo de la comprensión de que Bolivia tiene una formación social abigarrada (ZAVALETA, 1986), que da paso a la formación de un estado y territorio monocultural que se ancla sobre la diversidad territorial preexistente al hecho de la invasión. El proceso desatado por los pueblos plantea avanzar en el desabigarramiento del territorio, poniendo en debate la comprensión de territorio único y de la cualidad política como condición intrínseca solo al estado / The goal of the research is to analyze the territory decolonization process from the resistance and struggle of the indigenous people, as from a political field, the Constituent Assembly (2006-2008), where the territory dispute is the basis for building the society and state in Bolivia. This study places its analysis in the constituent moment, located in the anticapitalist and anticolonial fights that shows the model of society and state crisis, where the center of these fights is the agrarian world, whose social community texture and other forms of organization challenge the very center of dominance (TAPIA, 2005), placing a debate over the unilateral understanding of the territory as a dispositive of dominance. The approach to this debate begins with the understanding that Bolivia has an abigarrada social formation (ZAVALETA, 1986), which in turn produce a monocultural estate and territory overlapped on the pre-existing territorial diversity to the fact of invasion. The process initiated by the indigenous people looks forward to strengthening the territory decolonization process, facing the debate over the unique understanding of territory and its political quality only as a state intrinsic condition / Mestre

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Syftet med studien är att beskriva förskollärares förståelse av interkulturell pedagogik på monokulturella förskolor. Detta utifrån barns rätt till att utveckla förståelse för styrkorna som finns i det mångkulturella samhället som Sverige idag är. Det är en kvalitativ studie som bygger på semistrukturerade intervjuer med åtta förskollärare. Vi har använt fenomenografisk ansats som utgångspunkt för att synliggöra förskollärares beskrivningar, tolkningar och uppfattningar, av arbete med interkulturell pedagogik på monokulturella förskolor. Fenomenografin låg även som grund i analysarbetet där de centrala begreppen utfallsrum, variation, uppfatta och andra ordningens kategori användes som stöd. Resultatet presenteras genom utfallsrummen; förståelse av interkulturell pedagogik och beskrivningar av arbete med interkulturell pedagogik. I resultatet synliggörs en kunskapslucka, där en osäkerhet kring fenomenet interkulturell pedagogik dominerar. Däremot visar det på att förskollärare har en nyfikenhet och vilja att utveckla mer kunskap och förståelse kring fenomenet. Det synliggörs genom en efterfrågan av tydliga riktlinjer, metoder och material samt kollegialt samarbete. Slutsatsen av studien är att en kulturell medvetenhet, nyfikenhet och vilja finns. Dock utgår flertalet från att det behövs en mångkulturell utgångspunkt i barngruppen, för att möjliggöra interkulturell pedagogik på monokulturella förskolor. / The purpose of the study is to describe preschool teachers' understanding ofintercultural pedagogy in monocultural preschools. This is based on children'sright to develop an understanding of the strengths that exist in the multiculturalsociety that Sweden is today. This is a qualitative study based on semi-structured interviews with eight preschool teachers. We have used aphenomenographic approach as a starting point to highlight preschool teachers'descriptions, interpretations and perceptions of working with interculturalpedagogy in monocultural preschools. The phenomenography also formed thebasis of the analysis work, where the central concepts of outcome space,variation, perceive and second-order category were used as support.The results are presented through the outcome spaces; understanding ofintercultural pedagogy and descriptions of work with intercultural pedagogy.The results reveal a knowledge gap, where uncertainty about the phenomenonof intercultural pedagogy dominates. On the other hand, it shows that preschoolteachers are curious and want to develop more knowledge and understandingof the phenomenon. This is made visible through a demand for clearguidelines, methods and materials as well as collegial cooperation. Theconclusion of the study is that there is cultural awareness, curiosity andwillingness. However, most of them assume that there is a need for amulticultural starting point in the group of children, to enable interculturalpedagogy in monocultural preschools.

Multicultural education is only one of the major changes, which have occurred since the inception of the new democracy in South Africa. However, this inevitable change has resulted in many challenges for both educators and educational institutions. A literature study was done to discuss and clarity concepts of multicultural education, culture, race, ethnicity, bias and anti-bias. The perspectives, principles and history of multicultural education in the United States of America, Britain and South Africa were also investigated. An exploratory study, using a qualitative research design, was done to investigate educators' viewpoints on multicultural education in schools. The results of the investigation indicate that there is a lack of tolerance in schools and that educators require training and intervention strategies to help them cope with the changes in a multicultural education system in South Africa. Recommendations regarding training and policy implementation were discussed and intervention strategies for educators have been given. / Educational Studies / M. Ed. (with specialisation in Guidance and Counselling)

Multicultural education is only one of the major changes, which have occurred since the inception of the new democracy in South Africa. However, this inevitable change has resulted in many challenges for both educators and educational institutions. A literature study was done to discuss and clarity concepts of multicultural education, culture, race, ethnicity, bias and anti-bias. The perspectives, principles and history of multicultural education in the United States of America, Britain and South Africa were also investigated. An exploratory study, using a qualitative research design, was done to investigate educators' viewpoints on multicultural education in schools. The results of the investigation indicate that there is a lack of tolerance in schools and that educators require training and intervention strategies to help them cope with the changes in a multicultural education system in South Africa. Recommendations regarding training and policy implementation were discussed and intervention strategies for educators have been given. / Educational Studies / M. Ed. (with specialisation in Guidance and Counselling)