Orientador: Maria Suzana de Stefano Menin / Banca: Yves Joel Jean-Marie Rodolphe De La Taille / Banca: Adrian Oscar Dongo Montoya / Resumo: Vinculado linha de pesquisa "Processos formativos, diferenças e valores" este trabalho apresenta os resultados da pesquisa em nível de mestrado realizada em uma escola pública e duas particulares confessionais em Presidente Prudente a fim de identificar, numa perspectiva comparativa, o sentido atribuído à religião no interior dessas escolas evidenciando a relação entre educação moral e Ensino Religioso. Para tanto teve-se como objeto as estratégias de educação moral através do Ensino Religioso. Estudos recentes têm demonstrado que há um interesse crescente da sociedade como um todo e da educação pelo tema da moralidade, sobretudo, pelos "problemas" vivenciados na escola que vão desde a violência à ausência de limites, autoridade e disciplina. Há queixas generalizadas sobre violência, vandalismo, indisciplina, individualismo, etc. uma saída que tem se encontrado é oferecer religião como forma de solucionar tais problemas. No Brasil, a religião vem se fazendo presente de diferentes modos e, fortemente, dentro da escola, como forma de moralização das crianças. É o que se evidencia com esta pesquisa. Assim, tendo como referencial a psicologia da moralidade buscou-se: evidenciar o sentido atribuído à religião no interior da escola; aferir como a religião tem sido utilizada para educar moralmente em escolas públicas e particulares confessionais; e analisar os procedimentos adotados para educação moral através do ensino religioso. O estudo de abordagem qualitativa contou com observações em salas de 4ª série do ensino fundamental e entrevistas com professores de três escolas em Presidente Prudente, uma pública estadual, uma particular confessional católica e uma particular confessional evangélica. Os dados sistematizados e analisados permitiram corroborar que a escola pública, embora laica, se utiliza em maior escala da religião... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This paper presents the results of the research in masters level realized in a state school and in two confessional privet ones in Presidente Prudente to identify, in a comparative perspective, the sense given to the religion in the interior of these schools highlighting the relation between moral education and Religious Teaching. Related to research line "Developing processes, differences and values", it had as object the moral education strategies through the Religious Teaching. Recent studies have demonstrated that there is a rising interest of the whole society and of the school for the morality theme, mainly, for the "problems" experienced at school which are from violence to the lack of limits, authority and discipline. There are generalized complains about violence, vandalism, indiscipline, individualism, and others, a way found is to offer religion as a manner to solve these problems. In Brazil the religion has been making part, in different manners and strongly, in the school, as a way to moralize the children. It is what is shown with this research. Thus, having as a reference the psychology of the morality we attempted to attest the sense given to religion in the interior of the school, evaluate how the religion has been used to educate morally in state and confessional privet schools, and analyze the procedures adopted to the moral education through the religious teaching... (Complete abstract click electronic access below) / Mestre

Orientador: Ana Clara Bortoleto Nery / Banca: Maria Sylvia Simões Bueno / Banca: Arilda Inês Miranda Ribeiro / Resumo: Nesta dissertação de Mestrado temos como objetivo analisar os periódicos educacionais publicados pela antiga Escola Normal de São Carlos durante o período de 1911 a 1923, privilegiando os temas educação moral, civismo e higiene com o propósito de compreender como tais temas foram apropriados pelos diretores, professores e alunos dessa escola de formação de professores, constituindo-se, assim, num conjunto de saberes necessários a esta formação. Temos como fontes principais o periódico Excelsior! (1911-1916), a Revista da Escola Normal de São Carlos (1916-1923) e o jornal O Raio Verde (1917-1918). O recorte temporal escolhido compreende o primeiro ano de publicação da revista Excelsior! (1911) e se estende até o último ano de publicação da Revista da Escola Normal de São Carlos (1923), englobando o período de publicação do jornal O Raio Verde (1917-1918). Como resultados, apresentamos a constatação de que tanto os professores quanto os alunos da Escola Normal de São Carlos viam a educação como meio eficaz para a promoção do progresso do Brasil e viam o professor como elemento fundamental para ensinar e divulgar, por meio de seus atos, os preceitos cívicos, morais e higiênicos considerados necessários para promover a unidade nacional e o soerguimento moral do país / Abstract: In this Master Thesis we have to analyze the educational journal published by the former São Carlos Normal School during the period 1911 to 1923, focusing on issues moral education, civics and hygiene in order to understand how such themes were appropriated by the principals, teachers and students of this school teacher training, becoming thus a set of knowledge required for this training. We have as main sources the newspaper Excelsior! (1911-1916), the Revista da Escola Normal de São Carlos (1916-1923) and the newspaper O Raio Verde (1917-1918). The chosen time frame includes the first year of publication of the magazine Excelsior! (1911) and extends to the final year of publication of the Revista da Escola Normal de São Carlos (1923) encompassing the period of newspaper publication O Raio Verde (1917-1918). As results, we present evidence that both teachers and students of the São Carlos Normal School saw education as an effective means to promote the progress of Brazil and saw the teacher as key to teach and disseminate, through their actions the precepts civic, moral and hygienic deemed necessary to promote national unity and moral uplift of the country / Mestre

Made available in DSpace on 2014-06-11T19:24:19Z (GMT). No. of bitstreams: 0 Previous issue date: 2009-09-03Bitstream added on 2014-06-13T20:31:30Z : No. of bitstreams: 1 araujo_tb_me_rcla.pdf: 1446448 bytes, checksum: b3d421c53380047ad9c5493923c1a86b (MD5) / É visível a preocupação com um modelo de Educação que tenha como princípio a formação da cidadania. Surge, portanto, no meio escolar, a necessidade de se produzir ações que focalizem o ensino de valores morais, dentro desse contexto, uma vez que aos educadores e a todos os agentes envolvidos com a Educação é atribuída a tarefa de se educar ética e moralmente os indivíduos. E este é o interesse desta pesquisa, que apresenta uma alternativa de intervenção pedagógica que culmina na prática da discussão de dilemas morais encontrados no enredo das Fábulas Italianas, compiladas por Ítalo Calvino em 1954. Os objetivos que permearam todo o desenrolar desta pesquisa foram: identificar o nível evolutivo da noção de justiça em que se encontram os sujeitos participantes, de acordo com as teorias de Piaget e Kohlberg, em duas classes do Ensino Fundamental (uma experimental e outra de controle), dentro de uma instituição pública de ensino e verificar se o trabalho pedagógico com o enredo de algumas fábulas italianas, por meio da técnica da discussão moral, implica em uma evolução qualitativa no nível do raciocínio moral. Para tanto, os sujeitos participaram de um pré-teste que corresponde às respostas dadas aos dilemas de Kohlberg. Posteriormente, participaram da intervenção pedagógica e, por último, realizaram o pós-teste com os mesmos questionamentos aplicados no pré-teste. A análise qualitativa dos dados baseou-se nesses depoimentos fornecidos pelos sujeitos, tendo o cuidado de acompanharmos o raciocínio e a estrutura de seu pensamento, caracterizando o seu estágio de raciocínio moral antes e depois de todo o trabalho de intervenção pedagógica, relacionando-os sempre com as teorias de Piaget e Kohlberg e com a teoria da análise de conteúdo de Bardin (1977). Observou-se, ao final dessa pesquisa, que os sujeitos que participaram da Classe Experimental... / It is clearly identifiable the existence of a strong concern towards the existence of an Education model that aims for citizenship development. As a consequence, the school environment holds the need for actions that focus on the teaching of moral values, considering that educators and other teaching-related agents have the difficult task of teaching their pupils both ethic and morally. The present research attempts to introduce an alternative pedagogical intervention which results in the discussion of moral dilemmas taken from the plot of Italian Folktales, compiled by Italo Calvino in 1954. One of the objectives pursued throughout this research was: to identify the level of justice maturity of each participant according to Piaget and Kohlberg theories in two groups of Secondary school (being one the experimental group and other the control group) from a public school. The second objective was to assess the pedagogical work with the plot of some Italian folktales - through moral discussion method - as a means of qualitative evolution in the level of moral reasoning. In order to achieve this result, the participants sat for a pre-test which fits Kohlberg dilemmas‟ answers. Afterwards, they were involved in a data gathering process during the period of pedagogical intervention and in the end, they sat for a post-test involving the same questions previously applied in the pre-test. The datum qualitative analysis was based on the testimony provided by participants. During the analysis, the reasoning and the structure of their thinking were closely observed in order to qualify their stage of moral reasoning before and after all the work of pedagogical intervention, applying Piaget and Kohlberg theories as well as the theory of content analysis by Bardin (1977). At the end of this research, it was observed that all the experimental group participants achieved a superior moral reasoning... (Complete abstract click electronic access below)

Este trabalho tem como proposta pensar a Educação em Direitos Humanos a partir de uma perspectiva wittgensteiniana. Desse filósofo, Ludwig Wittgenstein, apropriamo-nos de sua concepção de filosofia a partir da qual os problemas filosóficos decorrem de uma má compreensão da linguagem, conduzindo a confusões de natureza conceitual, como também nos apropriamos de sua terapia filosófica, processo pelo qual essas confusões de natureza conceitual podem ser dissolvidas ou evitadas. Com o intuito de desenvolvermos nossa proposta, analisamos as características da Educação em Direitos Humanos em comparação com outras propostas de formação moral. Pudemos perceber, após essa análise, que a Educação em Direitos Humanos tem um potencial formativo que possibilita uma formação diferenciada, ao possibilitar uma reflexão não dogmática sobre os valores. Por se tratar também de uma formação moral, discutimos a partir da filosofia de Wittgenstein alguns equívocos que podem ser evitados. Por exemplo, quando não levamos em conta a distinção existente entre a aprendizagem de certezas e a de conhecimentos, de tal forma que a Educação em Direitos Humanos passa a ser vista apenas como mais um conteúdo na grade curricular. Ou quando acreditamos que a Educação em Direitos Humanos deve ocorrer exclusivamente por meio de estratégias de convencimento do educando. Ou ainda, ao se ter como objetivo, o abandono, por parte do aluno, de certezas que compõem a sua visão de mundo. Por fim, defendemos que uma atitude antidogmática é promovida pela Educação em Direitos Humanos quando diversas visões de mundo são comparadas em suas semelhanças e diferenças, apontando o fundamento convencional que há em cada uma delas, de tal forma que o educando possa ver o mundo também a partir da perspectiva daquele que é o diferente, o discriminado, reconhecendo-se, assim, que essa outra perspectiva também tem o direito de ser respeitada. / This work intends to think about Human Rights Education from a Wittgensteinian perspective. From this philosopher, Ludwig Wittgenstein, we draw upon his conception of philosophy from which philosophical problems derive from a misunderstanding of language, leading to confusions of a conceptual nature, as well as appropriating his philosophical therapy, a process by which these confusions of conceptual nature can be dissolved or avoided. To develop our proposal, we analyze the characteristics of Human Rights Education in comparison with other proposals for moral formation. After this analysis, we can see that Human Rights Education has a formative potential that allows a differentiated formation, allowing a non-dogmatic reflection on values. Because it is also a moral formation, we discuss from the philosophy of Wittgenstein some misconceptions that can be avoided. For example, when we do not consider the distinction between learning certainties and knowledge, in such a way that Human Rights Education is just another content in the curriculum. Or when we believe that Education in Human Rights must occur exclusively through strategies of convincing the student. Or, to have as objective, the abandonment, on the part of the student, of certainties that make up his vision of the world. Finally, we defend that an anti-dogmatic attitude is promoted by Human Rights Education when different worldviews are compared in their similarities and differences, pointing out the conventional basis in each of them, so that the student can see the world too from the perspective of the one who is the different, the discriminated, recognizing, therefore, that this other perspective also has the right to be respected

O presente estudo teve como objetivo investigar os projetos de vida de jovens em idade escolar juntamente com os valores que os subjazem. A relevância do tema se deve à importância dos jovens elaborarem seus projetos de vida orientados por um sentido moral, de modo a buscarem a realização pessoal mediante a atuação no mundo comum. Para esta investigação partimos do conceito de purpose, entendido como um projeto de vida significativo para o próprio jovem, mas que possui implicações para o mundo além dele e de concepções de moral que buscam a compreensão dos processos de integração entre a moralidade e o self. Buscamos na Teoria dos Modelos Organizadores do Pensamento o aporte teórico-metodológico que nos permitiu contemplar a ideia de indissociabilidade entre cognição e afetividade e analisar os dados empíricos sem prescindir da complexidade que emerge de ambas as dimensões. A pesquisa foi realizada com 240 jovens do Ensino Médio em duas escolas da região sul da cidade de São Paulo. A fim de contemplar nossos objetivos, dividimos a pesquisa em duas fases: a primeira, relativa aos projetos de vida dos jovens; a segunda, referente às contribuições que a escola pode ofertar para a elaboração dos projetos de seus alunos. Para o desenvolvimento da primeira fase aplicamos um questionário com os 240 jovens com o intuito de verificar as dinâmicas de pensamento destes sobre seus projetos de vida e os valores que os sustentam. Nesta fase também entrevistamos as diretoras de ambas as escolas sobre suas concepções de moral e projetos de vida. Para o desenvolvimento da segunda fase realizamos uma entrevista semiestruturada com cinco ex-alunos de uma das escolas, que realizou uma intervenção sobre projetos de vida com seus alunos. Os resultados da primeira fase da pesquisa indicaram que os projetos de vida destes jovens transitam entre estruturas frágeis, idealizadas ou definidas, sendo fundamentados pelos valores do trabalho, da família, da ascensão social e financeira e do compromisso social. Os resultados da segunda fase da pesquisa evidenciaram que a intervenção mencionada contribuiu principalmente para o autoconhecimento e para a atribuição de um sentido ético para os projetos de vida de seus alunos e, de forma mais discreta, para o conhecimento das profissões e aspectos relacionados ao mercado de trabalho. Diante destes achados tecemos algumas considerações relativas às implicações que a inclusão da temática dos projetos de vida nas escolas pode oferecer para a formação moral dos alunos. / The present work aims at investigating the life projects of school children along with their underlying values that underlie. The relevance of the research is due to the importance that young people grant to a life project guided by a moral sense, so as to look for personal fulfillment through their action in the common world. In this research, we departed from the concept of purpose, understood as a project of life that is meaningful for the kids themselves, yet with implications for the world beyond them and the moral conceptions that seek the understanding of the integration processes between morality and the self. We used the Theory of Organizing Models of Thought as a theoretical-methodological basis that allowed the consideration of the idea of inseparability between cognition and affection and the assessment of the empirical data without sacrificing the complexity that emerges from both dimensions. The survey was conducted with 240 high school students from two different schools in the southern region of the São Paulo city. In order to address our objectives, we separated the study in two phases: the first one related to the life projects of the youngsters, the second one referring to the contributions that school may offer as to the development of their pupils projects. For the development of the first phase, the 240 students answered a questionnaire in order to ascertain the dynamics of their thoughts about their plans for life and the values that support them. At this stage, we also interviewed both school principals as to their conceptions of morality and their life plans. For the development of the second phase, we conducted a semi structured interview with five former students from one of these schools, which acted through an intervention concerning life projects of students. The results of the first phase of the research indicated that these young peoples plans varies among fragile, idealized, or defined structures, founded on the values of work, family, social and financial rise, and social commitment. The results of the second phase of the study showed that the previous intervention contributed mainly to the self knowledge and the designation of an ethical sense for their life projects and, more discreetly, to the knowledge of occupations and the aspects related to the employment market. Before these findings, we worked out some considerations on the conditional relations that the inclusion of the life projects theme in schools can supply for the moral growth of the students.

O presente trabalho investigou concepções de respeito de professores dos anos iniciais do Ensino Fundamental e suas relações com a construção de relações de respeito mútuo na sala de aula e com o desenvolvimento da autonomia moral infantil. O principal referencial teórico foi a Epistemologia Genética, especialmente o Desenvolvimento Moral na obra de Jean Piaget. A coleta de dados foi realizada com treze professores de diferentes instituições escolares e foi organizada em duas etapas, sendo a primeira o registro escrito a respeito de uma situação narrada em terceira pessoa, que serviu de base para a realização de uma entrevista semiestruturada, orientada pelo método clínico piagetiano. Os dados coletados permitiram a análise a partir de duas categorias principais: a relação entre o professor e o aluno e a construção de um ambiente sociomoral. Em cada uma destas instâncias foram verificadas concepções de respeito relacionadas às dimensões do respeito unilateral e do respeito mútuo e refletiu-se sobre suas interferências para o cotidiano escolar. / This thesis has investigated primary teachers' respect conceptions and how these concepts relate to building relations of mutual respect in the classroom and the development of child moral autonomy. Genetic Epistemology is the theoretical basis of this research, particularly Moral Development in the work of Jean Piaget. Data collection was conducted with thirteen teachers from diverse educational institutions and organized in two steps: first, written records about a situation narrated in the third person were made; second, a semi-structured interview, based on previously collected data and guided by Piagetian clinical method, was conducted. This collected data allowed the analysis from two main categories: the relations among teachers and students and the construction of a cooperative environment. In each of these categories, conceptions of respect related to the dimensions of unilateral and mutual respect were noted as well as their interference on the school routine was observed.

As universidades são, no mundo, as instituições responsáveis pela formação das elites intelectuais de seus países. Logo, é missão das universidades gerar conhecimento e formar cientistas, humanistas e profissionais orientados para satisfazer às necessidades de desenvolvimento de um país e proporcionar competências sólidas aos cidadãos do mundo presente e futuro, contribuindo para a educação de cidadãos éticos, comprometidos com a construção da paz, a defesa dos direitos humanos e os valores da democracia (Corporación Participa, 2006). Nesse contexto, a presente pesquisa teve como objetivo conhecer se o Projeto de formação de profissionais com valores, atitudes e comportamentos necessários para o exercício da responsabilidade social, conseguiu desenvolver nos estudantes chilenos, de seis universidades associadas, mudanças mensuráveis nesses comportamentos, atitudes e valores, através das perspectivas teóricas de Piaget e Kohlberg. Para esses fins, se coletou a informação nas universidades associadas através dos relatórios emitidos durante e a pós a execução do Projeto. Os dados foram analisados qualitativamente mediante análises de frequência e, quantitativamente através de provas estatísticas. Os resultados mostraram que o grupo de estudantes que foi alvo da intervenção teve avanços parciais no respeito aos comportamentos, atitudes e valores associados à responsabilidade social. Observaram-se mudanças em alguns fatores ou atitudes associadas à responsabilidade social. Essas variações observadas nos mostram que sem dúvida houve uma tomada de consciência, entretanto essa tomada de consciência não se traduziu em uma responsabilidade social global mais expandida. Os elementos que explicam esses resultados são de variadas índoles, indo desde aspectos no desenho original do Projeto até o peso dos valores imperantes na sociedade contemporânea, passando pela consideração do período evolutivo que vivenciam os estudantes. Também influíram elementos da formação universitária, como o currículo, a formação dos professores, as metodologias utilizadas bem como a cultura universitária propriamente dita. Concluiu-se que é imprescindível ter uma coerência entre a cultura universitária e o sistema de valores que a responsabilidade social promove, isto é, encarnar nos processos universitários esses valores, para permitir um desenvolvimento consistente dessa dimensão da ética, de modo que a responsabilidade social seja um marco em que se produz o processo de integração do estudante universitário à sociedade e, que através dessa interação, essa dimensão ética possa ser estimulada e facilitada. É necessário também privilegiar as metodologias de ensino baseadas na cooperação, na reciprocidade e no respeito mútuo, condições que estimulam a autonomia moral e, por conseguinte, o desenvolvimento da responsabilidade social como conduta moral. Finalmente, acreditamos necessários novos trabalhos de formação em responsabilidade social que possibilitem examinar, desde outras perspectivas, as questões aqui analisadas, as questões pendentes e as novas indagações que sem dúvida surgirão em futuros trabalhos na formação moral e ética / The universities are, throughout the world, the institutions responsible for the education of the cultural and intellectual elites. Hence, their mission includes the generation of new knowledge, the formation of the next generation of scientists, intellectuals and professionals to fulfill their countries\' development necessities, to offer solid competences to the present and future citizens of their countries and the world and to pursue the development of ethical human beings, committed to peace, to the defense of the human rights and to the values of democracy (Corporación Participa, 2006). The present research starts from this context. Our main objective was to know if the project for education of social responsibility was able to develop measurable changes in the behaviors, attitudes and values associated with the exercise of social responsibility in Chilean college students from the six participating universities. The theoretical framework adopted in the analysis comes mainly from the works of Jean Piaget and Laurence Kohlberg. The data we used comes mainly from the participating universities reports issued during and after the project development and execution. This data was analyzed qualitatively, through frequency analysis, and quantitatively through statistical tests. The results show the target students achieved some enhancement in their behaviors, attitudes and values associated with the exercise of social responsibility. These observed changes show that while the students reached a new level of awareness, this new awareness was not automatically translated into an enhanced or more developed social responsibility. The elements that explain the Projects effectivity are many and of many natures. They range from design weaknesses up to the modern society prevalent moral value, including also the students development stage. The Project was also influenced by elements specific to the Chilean college environment, such as the curricula, the professors formation, the educational methodologies used and the universities culture as such. The conclusion was that its essential to strive for coherence between the university culture and the system of values promoted by the social responsibility, that is, the whole university, its members, its staff and its actions must be, at all times, informed by those values. Only this way we will allow for a solid development of this ethical dimension, turning the social responsibility into the landmark that signals the passage of the student from the university into the society. We must also promote those educational methodologies based on cooperation, reciprocity and mutual respect, methodologies that facilitate the moral autonomy of the students and allow for the development of the social responsibility as a moral conduct. Finally, we believe that both the questions analyzed and the many unanswered questions this work raised should be object of further studies and research

Orientador: Telma Pileggi Vinha / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-22T12:14:58Z (GMT). No. of bitstreams: 1 Ramos_AdrianadeMelo_D.pdf: 2684871 bytes, checksum: b132becfdf8e2837cd4957ede28b7be5 (MD5) Previous issue date: 2013 / Resumo: Trata-se de um estudo descritivo, de caráter exploratório, fundamentado na teoria construtivista piagetiana, que teve como objetivos principais caracterizar classes consideradas "difíceis" e "não difíceis", identificando fatores comuns e/ou divergentes na organização destas e o ambiente sociomoral das classes consideradas "difíceis" e "não difíceis" pela equipe pedagógica, no que se refere ao trabalho com o conhecimento, as relações interpessoais, as regras e os conflitos sociais. A amostra foi composta por duas classes consideradas "difíceis" (cujas equipes pedagógicas tinham relatado haver inúmeros problemas de comportamento e de relacionamento tanto entre os próprios alunos, quanto com os professores e com relação à realização das atividades e obediência às regras) e duas classes consideradas "não difíceis" (em que os alunos apresentavam boas notas; poucas notificações; percebiam a turma como "boa"; faziam as atividades na classe e realizavam as lições de casa; havia pouca indisciplina; pouca movimentação e predomínio do silêncio; as regras eram mais obedecidas) de duas escolas do Ensino Fundamental II de uma cidade do interior do estado de São Paulo. Os participantes foram estudantes do sextos e sétimos anos e as respectivas equipes pedagógicas. Os dados foram coletados de três formas: pela realização de entrevistas (que foram gravadas em áudio e transcritas) com alunos e integrantes da equipe; a partir de observações semanais das interações sociais, tanto durante as aulas quanto nos demais momentos da rotina diária dos alunos e dos professores; e pela coleta de materiais, como registro das ocorrências, agendas, fichas de acompanhamento, planejamentos dos professores, atas de reuniões e conselhos de classe. A análise qualitativa dos dados indicou que em todas as classes investigadas havia uma supervalorização das regras convencionais, muitas sem significado, não havendo espaços para a discussão ou criação das normas, que normalmente eram criadas pela autoridade objetivando impedir que os conflitos interpessoais ocorressem, sendo que seu descumprimento estava associado às sanções expiatórias. Os conflitos interpessoais eram vistos como negativos, portanto deveriam ser evitados e contidos. A culpabilização e transferência para as famílias dos problemas enfrentados no ambiente escolar não favorecia a mudança de comportamento dos alunos. As aulas eram desprovidas de significado, organizadas sempre da mesma forma, favorecendo situações de indisciplina nas classes "difíceis" e de indisciplina velada nas classes "não difíceis". Nas classes "difíceis" o diálogo era desrespeitoso e hostil por ambas as partes: tanto professores como os alunos mantinham uma relação de enfrentamento constante, havia inúmeras situações de incivilidades, que produziam grande cansaço e estresse. As relações com os docentes eram mais tensas, os professores reconheciam a dificuldade em lidar com as turmas. Os alunos resistiam mais às regras da escola e às orientações dos professores e eram mais questionadores. Já nas classes "não difíceis" havia maior obediência e submissão, sendo que o diálogo era menos desrespeitoso, pois os alunos se submetiam mais às regras impostas, tentando corresponder às expectativas dos docentes. A relação entre pares também influenciou no ambiente de cada tipo de classe, assim como o desempenho acadêmico dos alunos. Essa pesquisa evidencia uma revisão urgente do ambiente sociomoral das escolas. Mais do que resolver o problema das classes "difíceis", é necessário repensar a escola como um todo. / Abstracts: This is a descriptive exploratory study, based on the constructivist theory of Jean Piaget, which aimed to characterize classrooms considered "difficult" and "not difficult", identifying common and/or divergent factors in their organization and also investigate the socio-moral environment regarding the work with the knowledge, interpersonal relationships, rules and social conflicts of the classrooms considered "difficult" and "not difficult" by the teaching staff. The sample was composed of two classrooms considered "difficult" (whose pedagogical teams had reported having numerous behavioral problems and relationship problems both between the students themselves, as with teachers and the performance in pedagogical activities and the obedience to the rules) and two classes considered "not difficult" (in which students had good grades; few notifications; people perceived the classrooms as "good"; the students performed all of the proposed activities in class, and also did their homework; there was little discipline, little movement around the class during the activities and the predominance of silence; the rules were more obeyed) of two schools Elementary School of a city in the state of São Paulo. The participants were students' grades and their pedagogical teams of the sixth and seventh. Data were collected in three ways: by conducting interviews (which were audio-recorded and transcribed) with students and staff members; from weekly observations of social interactions, both in class and in the remaining moments of the daily routine of students and teachers; and for the gathering of materials, such as the record of events made by teachers, schedules, monitoring reports, teachers' schedules, meeting minutes and class councils minutes. The qualitative analysis of the data indicated that in all classrooms observed there was an overvaluation of conventional rules, many of which were meaningless, and there was no room for discussion or creation of the rules, which were typically created by authority aiming to prevent the occurrence of interpersonal conflicts, and the noncompliance of these rules was associated to expiatory penalties. Interpersonal conflicts were seen as negative, so they should be avoided and contained. The blame and transfer of the problems to the families in the school environment did not favor changing students' behavior. Classes were meaningless, always organized in the same way, favoring indiscipline situations in "difficult" classroom and veiled indiscipline in "not difficult" classrooms. In the "difficult" classrooms, the dialogue was disrespectful and hostile from both parties: both teachers and students maintained a constant relationship of coping, there were numerous situations of incivilities which produced great fatigue and stress. Relationships between students and teachers were more tense. The teachers recognized the difficulty in dealing with these classrooms. Students resisted much more over the rules of the school such as the guidelines of the teachers, questioning more. In the "difficult" classrooms, there was greater obedience and submission, and the dialogue was less disrespectful because the students were more subjected to the imposed rules, trying to meet the expectations of their teachers. The relationship between peers has also influenced the environment of each type of classroom as well as the academic performance of students. This research highlights an urgent review of the sociomoral environment in schools. Rather than solve the problem of "difficult" classrooms, it is necessary to rethink the reality of schools. / Doutorado / Psicologia Educacional / Doutora em Educação

AFRIKAANS: In hierdie studie is daar primêr vasgestel op watter wyse die skool 'n bydrae kan lewer om gesinslewe in Suid-Afrika te bevorder. Tegnologiese, industriële en ekonomiese ontwikkeling het daartoe gelei dat ouers dikwels nie hulle opvoedingsverant-woordelikheid na behore nakom nie, sodat die skool in 'n toenemende mate ook opvoedingstake soos vredes-, verkeersveiligheids-, geslags- en gesinsopvoeding moet oomeem. Die belangrike rol van die skool as 'n instansie wat in diens van die gemeenskap bestaan en wat ook as aanvullende ouer vir die kind moet dien, het baie duidelik in die studie na vore gekom. Die feit dat die skool daarom ook die gesinsproblematiek in die samelewing behoort aan te spreek, het, tesame met die feit dat die Interim Kernsillabus vir Voorligting emstige tekorte toon en onvoldoende leiding aan die opvoeder gee, aanleiding gegee tot die primêre navorsingsvraag: Hoe moet 'n Gesinsopvoedingsprogram vir leerders daaruit sien om hulle voor te berei vir verryking van hulle huidige asook hulle toekomstige persoonlike en gesinslewe? In Hoofstuk 2 is daar deur 'n situasie-analise 'n studie gemaak van die eietydse gesinsproblematiek. Die kwesbaarheid van die moderne gesin het 'n sterk kontras gevorm met die hegte pre-industriële gesin. Die wyse waarop maatskaplike druk en tegnologiese vooruitgang bygedra het tot die ontaarding van en funksieverskuiwing in die eietydse gesinslewe, het bygedra tot groter begrip vir die disfunksionering van die gesin van die een-en-twintigste eeu. Deur 'n studie van die manifestasies van bovermelde disfunksionering in die gesin is gesinspatologieë geïdentifiseer. In Hoofstuk 3 is Gesinsopvoeding vanuit internasionale perspektief bestudeer. Uit die studie het dit duidelik geword dat Gesinsopvoedingsprogramme in die buiteland ook daarop gemik is om sowel die persoonlike as die gesinslewe van die kind te bevorder. Die Histories-Opvoedkundige studie van Gesinsopvoeding in Suid-Afrika, word in Hoofstuk 4 beskryf. Die Interim Kernsillabus vir Voorligting van die Departement van Onderwys is ook bestudeer en tekorte en gebreke is geïdentifiseer. Een van die opvallendste gebreke in die vroeë sillabusse vir Gesinsopvoeding op Nasionale vlak, is die miskenning van die multikulturele behoeftes van die Suid-Afrikaanse samelewing. Die ontwerp van 'n leerprogram vir Gesinsopvoeding in skole is in Hoofstuk 5 gedoen. Gesinsopvoeding is op wetenskaplike wyse en ooreenkomstig pedagogiese grondstrukture, gefundeer. Die mees resente Onderwyswetgewing en beleidsdokument wat betrekking kan hê op die kurrikulering van 'n leerprogram vir Gesinsopvoeding is in ag geneem en 'n uitgebreide studie van Uitkomsgebaseerde Onderwys en riglyne vir opvoeders is verskaf aan die hand waarvan leergeleenthede ooreenkomstig die Uitkomsgebaseerde Onderrigbenadering en die behoeftes van elke besondere klasgroep beplan kan word. 'n Leerprogram vir die Grondslagfase, Intermediêre Fase, Senior Fase en Verdere Onderwys en Opleidingsband is ontwerp. Die onderskeie temas is verbesonder met die oog op die vervulling van die Kritieke Uitkomstes en Spesifieke Uitkomstes. Die Gesinsopvoedingsprogram is ontwerp om aan die eise en behoeftes van die gemeenskap, soos in die situasie-analise geopenbaar, asook aan die vereistes wat deur onderwysowerhede gestel word, byvoorbeeld die eis van Uitkomsgebaseerde Onderwys te voldoen. Die totale ontwerp is uitgevoer ooreenkomstig wetenskaplike vereistes soos daargestel deur 'n verantwoordelike kurrikuleringsproses. ENGLISH: This study primarily aimed to determine how the school could contribute towards promoting family life in South Africa. Technological, industrial and economic development led to parents often not fulfilling their responsibility to bring up their children adequately. This resulted in the school progressively taking over upbringing tasks such as teaching traffic safety, peace, sex education and family education. The important role of the school as an institution serving society and its complementary parental role emerged very clearly in this study. The fact that the school should address family problems in society, together with serious shortcomings and inadequate guidance to the educator in the Interim Core Syllabus for Guidance, gave rise to the formulation of the primary research problem: What should a Family Education Programme for learners be like in order to prepare them for the enrichment of their present and their future personal and family life? Chapter 2 presented a study of contemporary family problems by way of a situation analysis. The vulnerability of the family formed a sharp contrast with the close pre¬industrial family. The way in which social pressure and economic development contributed to the degeneration and shift in function of contemporary family life, contributed to greater understanding of the disfunctioning of the family in the twentieth century. Through a study of the manifestations of the above-mentioned disfunctionings in the family, family pathologies were identified. In Chapter 3 Family Education was studied from international perspective. It became apparent that Family Education Programmes abroad were aimed at promoting both the personal and the family life of the child. In Chapter 4 the historical educational study of Family Education in South Africa was described. The Interim Core Syllabus for Guidance of the Department of Education was also studied and shortcomings and flaws were identified. One of the most conspicuous flaws in the earlier syllabuses for Family Education on national level was the disregard for multicultural needs of the South African society. In Chapter 5 a learning programme for Family Education in schools was developed. It was based on scientific principles and founded according to pedagogic ground structures. The most recent legislation concerning education and policy documents regarding the curriculation of a learning programme for Family Education were taken into account and an extended study of Outcomes-Based Education was undertaken and applied to Family Education. Examples and guidelines for educators were provided according to which learning opportunities in accordance with Outcomes-Based Education and the needs of every particular class group may be planned. Learning programmes were designed for the Foundation, Intermediate, Senior Phases and the Further Education and Training Band. Different themes were specified with a view to meeting the Critical and the Specific Outcomes. The Family Education Programme was designed to fulfill the demands and needs of society as revealed in the situation analysis as well as the demands made by education authorities, for example, the demand for Outcomes-Based Education. The entire design was executed according to the demands made by a responsible curriculum process. / Thesis (PhD (Educational Studies))--University of Pretoria, 2007. / Curriculum Studies / Unrestricted

M.Ed. / This study was undertaken out of concern for the many youths in the community of Lotus Gardens who were involved in deviant and delinquent behaviour in and out of school. The findings of the essay describe possible factors that placed these youth at risk of dropping out of school and impacts on their social and emotional development. Their views regarding out-of-school programmes were investigated, as well as the different types of community programmes that could be introduced for the remediation and support of at risk youth. The research was carried out with seven at risk youth from the Lotus Gardens Secondary School who also resided in Lotus Gardens. The seven participants were interviewed in a focus group as well as individually. The data collected was analysed through open coding. The analysis brought to the fore numerous insights. The first was, that various factors combined to place youth at risk of dropping out of school. These could be broadly related to the family, the school, the environment, and the influence of peers. The second important insight, was that the entire school system needed to change to effectively address the complex problems faced by at risk youth. This included a change in the attitude of teachers and an amendment to the curriculum. The school itself, in future, needs to become more community orientated and function as a community facility to eliminate some root causes which place youth at risk. Thirdly, the inquiry showed that there was overwhelming support for the idea of community education programmes, not only to support at risk youth, but to assist youth in general, and parents and the community as a whole. The study revealed that through these programmes, stronger family ties would develop, thereby laying the foundation for a sense of community. This would address some of the factors that place youth at risk and may even eliminate others. In the light of the above analysis it is recommended that, from a community education perspective, the concept of a core-plus school, be given serious consideration. If considered, it could guide the community in addressing some of the social problems faced by the community, which would encompass the problem of at risk youth. Furthermore, in the long term, it would empower the community to address other social problems they might face in today's decadent world.