The purpose of this study is to point out the accomplishments and various benefits gained through teacher cooperation, with special emphasis placed upon the American Federation of Teachers and the National Education Association.

The study was concentrated on the period following the first democratic elections for a new government in South Africa, that is, post -1994 up to the year 2000. The change from a system based on fixed apartheid ideology to a more open and democratic one meant that the political scene became more characterized by fierce competition and volatility. The aim of the research was to understand the nature of the contestation as it manifests itself in both the development and implementation of school governance policy at national, provincial and local levels in a climate of political change and turbulence.

A presente pesquisa tem como objetivo analisar as políticas públicas de educação infantil e de educação especial materializadas nos Planos Nacionais de Educação de 2001 e 2014, considerando as especificidades do Estado brasileiro e o processo de lutas para a garantia do direito à educação das crianças com deficiência, transtornos globais do desenvolvimento e altas habilidades/superdotação. Para tanto, ancora-se no conceito de Estado ampliado, a partir dos pressupostos gramscianos, na tentativa de compreender as relações dialéticas e a luta de classes na disputa por hegemonia como tentativa de evidenciar contradições, limites e avanços das políticas de educação no Brasil. A abordagem metodológica apoia-se na análise documental, à luz de elementos do materialismo histórico dialético e da filosofia da práxis, tomando como base as Leis nº 10.172/2001 e 13.005/2014; o Plano Nacional de Educação: Proposta da Sociedade Brasileira, elaborado em 1997; os documentos finais das Conferências Nacionais de Educação (Conaes) de 2010 e 2014 e as cartas sínteses dos encontros nacionais do Movimento Interfóruns de Educação Infantil do Brasil (Mieib), considerando seus efeitos nas decisões governamentais para a implementação de políticas públicas destinadas às crianças matriculadas na primeira etapa da educação básica. Os resultados evidenciam os embates entre os diversos grupos sociais, revelando as contradições no âmbito da sociedade brasileira. Observam-se, nos respectivos documentos, aspectos que demonstram a força da hegemonia burguesa e de conformismo a partir de certo modelo de sociabilidade, alinhados aos princípios do capitalismo, a saber: concepção de crianças, infância, educação infantil e de educação inclusiva com marcas de políticas focalizadas; caráter compensatório para minimizar os efeitos da pobreza; ambiguidades quanto ao papel do Estado, revelando demasiada força de grupos empresariais na disputa pela gestão e financiamento da educação infantil e da educação especial; e o direito à educação pela perspectiva utilitarista. No entanto, as lutas travadas no contexto da sociedade civil são marcos fundamentais para evidenciar a tensão em torno da defesa da escola pública e de uma educação emancipatória na direção da contra-hegemonia pela classe trabalhadora. As considerações finais apontam, ainda, para o agravamento dos riscos de perdas de direitos sociais, o que ocasionará impactos na educação das crianças com deficiência, transtornos globais do desenvolvimento e altas habilidades/superdotação, matriculadas na educação infantil, após o ano 2016, reconhecendo a importância das lutas coletivas e da resistência em torno da defesa de uma educação emancipatória e contra-hegemônica. / The objective of this research is to analyze the public policies of early childhood education and special education materialized in the National Education Plans of 2001 and 2014, considering the specificities of the Brazilian state and the process of struggle to ensure the right to education of children with disabilities, pervasive developmental disorders and intellectual giftedness. To achieve this, the research is based on the Gramscian concept of expanded State, trying to comprehend both the dialectical relations and the class struggle in the dispute for hegemony in order to finally highlight contradictions, limits and advances in Brazilian education policies. The methodological approach rests on document analysis, in the light of elements of both the historical dialectical materialism and the philosophy of praxis, focusing on the following documents: the laws 10.172/2001 and 13.005/2014; the National Education Plan: Proposal of the Brazilian Society, drawn up in 1997; the final documents of the National Conferences of Education (Conaes, in the Portuguese acronym), which took place in 2010 and 2014; the national meetings summary charters of Brazilian Early Childhood Interforums Movement (Mieib, in the Portuguese acronym); the analysis considered the effects of these documents for the implementation of public policies intended for children enrolled in the first level of basic education. The results show the conflicts between the various social groups, which are related to the contradictions within the Brazilian society. There are in the above documents aspects that demonstrate the strength of the bourgeoisie and conformism concerned to a certain model of sociability that is aligned with the principles of capitalism, namely: conception of child, childhood, early childhood education and inclusive education as marks of policies with a very specific focus; compensatory tone in order to minimize the effects of poverty; the power of business groups on dispute over management and financing of early childhood education and special education and the right to education through an utilitarian perspective. Although, the struggles that take place in the context of civil society are fundamental marks to show the tension over the defense of emancipatory education towards the counter-hegemony of the working class. The final considerations point out to the worsening of social rights losses - which will cause impacts in the education of children with disabilities, pervasive developmental disorders and intellectual giftedness which have been enrolled in early childhood education since 2016, recognizing the importance of collective struggles and resistance to the defense of emancipatory and counter-hegemonic education.

Esta tese aborda os processos de significação dos conhecimentos em arte no ensino em Moçambique. O foco é a apreensão dos sentidos que circulam na prática docente das disciplinas referentes às artes visuais, visando refletir acerca das relações entre educação, arte e conhecimento no Sistema Nacional de Educação. A pesquisa foi motivada pela possibilidade de evidenciar a contribuição do aprendizado de/em arte e promover a produção artísticacultural, a percepção, a compreensão, a interpretação do meio envolvente intermediado por intervenções conscientes e transformadoras para o desenvolvimento humano; pela necessidade de refletir não só sobre a ausência de investimentos em recursos humanos, tecnológicos e materiais na área de Artes em Moçambique, como também sobre o tratamento tecnocrático dado a esta área de conhecimento. O referencial teórico-metodológico baseou-se na semiótica discursiva para analisar os textos/entrevistas dos professores formadores da Universidade Pedagógica e consubstanciar os sentidos produzidos e reproduzidos. Ressalta que a significação se constrói através da produção e apreensão dos efeitos de sentidos, na relação do sujeito com o currículo. O corpus de pesquisa foi constituído a partir de entrevistas semiestruturadas realizadas com sete professores. As análises mostraram sentidos que emergem a partir da presença do Outro, o ensino de arte na Educação Visual, que causa estranhamentos no Sistema Nacional de Educação. As significações apresentam-se dentro da circularidade entre as disciplinas de Desenho Técnico/Geométrico e Educação Visual/Artes e apontam efeitos de sentidos que focalizam a dualidade entre o inteligível e o sensível, num contexto em que a priori se deveria processar a interdisciplinaridade. As conclusões apresentam posições discursivas que espelham o ajustamento entre as competências e performances do querer fazer e do querer ser em relação à área artística e ao Outro em oposição. Por outro lado, visualizaram-se sentidos que destacam o ensino de Artes como importante para o desenvolvimento humano, mas pouco valorizado e considerado sem complexidade. Revelam ainda o desenho geométrico como área caracterizada pela inflexibilidade dentro do Sistema Nacional de Educação. / This thesis addresses the meaning processes from knowledge in art in education in Mozambique. The center of attention is the meaning apprehension that surrounds teaching practice in the disciplines related to visual art, aiming to reflect about the relation among education, art and knowledge in the National Education System. The research was motivated by two reasons: the possibility to evidence the contribution of learning of/with art by promoting artistic and cultural production, the perception, comprehension, interpretation of the context intermediated by conscious and transforming interventions to the human development; and, by the necessity of reflecting not only about the absence of investment in human resources, technology and materials in art domain in Mozambique, but also about the technocratic treatment that is given to the knowledge field. The theoretical and methodological referential is based on discursive semiotic in order to analyze the texts/interviews from teachers trainers from the Pedagogical University and consubstantiate the produced and reproduced meaning. Based on this perspective, it is emphasized that meaning is produced through production and apprehension of meaning effects, which results from the relation between the subject and the curriculum. The research corpus was established by semi-structured interviews made with seven teachers. The analysis showed meanings that emerged from the presence of the Other, teaching art in Visual Education, that causes estrangement in the National Education System. The meanings are visible inside the circularity of the disciplines of Geometric/Technical Drawing and Visual/Art Education and they indicate meaning effects that focus on the duality between sensible and intelligible, in a context that a priori should manage the interdisciplinarity. The conclusions reveal discursive positions that mirror the adjustment between competencies and performances of wanting to do and wanting to be in relation to the artistic domain and to the Other in opposition. On the other hand, meanings that highlight art teaching as something import to human development, but underestimate and considered without complexity are identified. It also discloses the geometric drawing as a discipline characterized by the inflexibility inside the National Education System.

Esta dissertação aborda a temática do financiamento da política educacional brasileira, tendo como objetivo principal a análise do contexto e dos processos políticos que resultaram na aprovação da meta de investimento público do II Plano Nacional de Educação (II PNE) (Lei 13.005/2014). O estudo conta com três principais fontes de informação, quais sejam, i) a revisão bibliográfica acerca da temática do financiamento educacional e da planificação da área, ii) entrevistas com atores da comunidade educacional, além de iii) análise de registros públicos do processo de construção social e tramitação legislativa do plano. O modelo de coalizões de defesa orienta as análises desenvolvidas, aliado à literatura sobre projetos políticos e instrumentos de políticas públicas. Foram identificadas duas coalizões que defendiam interesses, ideias e propostas sobre o tema, tendo influenciado a versão final da meta de investimento público em educação. A primeira coalizão, descrita sob o lema ampliação de recursos públicos para a educação pública, defendeu de maneira preponderante a maior destinação de recursos para as políticas de educação ofertadas exclusivamente pelo setor público, tendo influenciado centralmente a aprovação dos dois principais dispositivos trazidos pela meta 20, quais sejam, a vinculação de recursos como projeção percentual do PIB, o Custo Aluno Qualidade Inicial (CAQi) e o Custo Aluno Qualidade (CAQ). A segunda coalizão, identificada sob o lema ampliação de recursos públicos para a educação, aliada à gestão, defendia uma maior destinação de recursos para a área, contemplando a oferta educacional realizada por atores não-públicos, desde que aliada ao aprimoramento dos mecanismos de gestão do gasto. A análise do processo de construção do plano aponta a existência de múltiplos atores, governamentais e não-governamentais, que buscaram influenciar a formatação final do II PNE, no qual a temática do financiamento teve destaque. O texto final normativo é reflexo desta construção e, embora represente um extensivo e intensivo processo de racionalização decisória, produziu contradições que acabam por prolongar e intensificar a disputa no campo do financiamento educacional / This dissertation discusses the issues of public education funding in Brazil, and aims to analyze the context and political processes related to the approval of the public investment goal stablished by the II Plano Nacional de Educação (II National Education Plan) (Lei 13.005/2014), based on the identification of actors, strategies, interests and ideas in dispute. The study is based on three main information resources, that is, i) bibliographic research related to the theme of education funding in Brazil, and educational planning, ii) interviews carried out with actors from educational community, besides iii) public documents from the process of social and legislative construction of the II National Education Plan. Advocacy coalition framework guides the presented analysis, along with political project and public policy instruments literature. There have been identified two coalitions defending interests, ideas and propositions to the theme, having influence to the final version of the education funding goal. The first coalition, defined under the term, enlargement of public resources for public education, defended a broader destination of resources to educational public policies carried out exclusively by the public sector, having influence to the approval of two main instruments of the 20 goal, that are, linking resources as a percentage of the PIB (GDP), the Cost of Initial Quality Education per Student (CAQ) and the Cost of Quality Education per Student. The second coalition, identified under the term enlargement of public resources for education, allied to management, defended a broader destination of public resources to the area, including the policies offered by non-state institutions, as long as connected to the enhancement of quality expenditure mechanisms. The analysis of the process points out the existence of multiple social actors, governmental and non-governmental, which sought to influence the II PNE, process in which the education funding theme was central. The final version of the plan reflects this construction and, although represents an extensive and intensive decisional rationalization process, it has produced contradictions that end up prolonging and intensifying the dispute in educational funding arena

Abstract   The purpose of the study was to ascertain the school leaders knowledge and priorities of the national goals for their school system respectively and how they declare that they and other operators within the local school system, give priority to the goals. In order to answer this question at issue, a web-based questionnaire was performed among school leaders in a fairly large municipality in Sweden.   My result shows that the school leaders have good knowledge of the national goals for the school system where they operate, but they experience that other actors have less knowledge of these goals. Furthermore, the school leaders declare that they give priority to the national goals to a high degree, but not more than other goals, while they experience that other operators do not prioritize the national goals to the same extent. The other actors in this context are school staff, school heads, responsible local politicians and municipal principal organisers. Those who prioritize the national goals the least are the local politicians, according to the school leaders. The result indicates that local goals sometimes are more prioritized than the national goals, instead of using the national goals as a criterion and subordinate the local goals. / Sammanfattning Syftet med min undersökning var att ta reda på skolledares kännedom om och prioriteringar av de statliga målen för sina respektive verksamheter och hur de uppger att de och andra aktörer prioriterar dessa mål. För att undersöka detta genomfördes en webbaserad enkätundersökning bland skolledare i en medelstor kommun i västra Sverige.   Mitt resultat visar att skolledarna uppger sig själva ha god kännedom om de statliga målen för sina respektive verksamheter men att de uppger sig uppleva att andra aktörer har sämre kännedom om dessa. På samma sätt uppger sig skolledarna i hög grad, om än inte lika hög grad, prioritera de statliga målen framför andra mål samtidigt som de upplever att andra aktörer inte prioriterar de statliga målen i lika hög grad. Dessa andra aktörer är skolans personal, förvaltning, ansvariga lokala politiker och huvudman. Lägst värden vad gäller prioriteringar av de statliga målen uppger skolledarna att de upplever att lokala politiker har. Resultatet indikerar att lokala mål ibland kan prioriteras framför statliga, istället för att utgå från och underordnas dessa.

Tautinis ugdymas kaip integralinė pilnutinės asmenybės dalis yra vienas iš šiuolaikinio ugdymo sudedamųjų dalių, sudaranti jaunosios kartos ugdymo pagrindą, tačiau spartūs Vakarų demokratijos plėtojimo procesai tautiškumui kelia tam tikrų rūpesčių. Spartėjanti globalizacija, kultūrinė integracija, ekonominė emigracija – tai vis reiškiniai, kurie ne tik veikia asmenybės dvasinį pasaulį, bet slopina tautiškumą, daro įtaką tautų ir kultūrų, bendruomenių ir individų tapatybei, skatina žavėjimąsi kosmopolitizmu. Todėl tautinio auklėjimo problema tampa ypač aktuali. Kadangi jau pradiniame mokykliniame amžiuje pastebima vis didėjanti orientuotis ne į dvasines, o į materialines vertybes, šio darbo tikslas – atskleisti 3 – 4 klasių mokinių tautiškumo sampratą bei jų žinias apie:  tautos istorijos liudytojus;  Lietuvos valstybės ir tautos simbolius;  folklorą;  valstybines bei tautos šventes;  šeimos šventes ir tradicijas. Empirinėje tyrimo dalyje taikyti du metodai: anketavimas ir kūrybinių darbų analizė. Tyrimo imtis: 192 trečių – ketvirtų klasių mokiniai. Tyrimo rezultatai: - mokinių supratimas apie tautos istorijos liudytojus yra pakankamas ir dažniausiai formuojamas mokykloje; - nors tautos atributiką mokiniai yra neblogai įsisąmoninę, tačiau skirtumai tarp atskirų klasių ženklūs; - mokinių požiūris į folklorą yra palankus, tačiau tai nėra neatsiejama jų gyvenimo dalis; - mokinių požiūris į valstybines šventes yra pakankamai brandus, tačiau tautos tradicijas jie suvokia... [toliau žr. visą tekstą] / National education as a constituent piece of full individuality is one of the nowadays education part, which contains the basement of education of young generation. But quick development of Western democracy raises some kind of concern about National Identity. Fast globalization processes, cultural integration – all it’s a phenomena, which impacts not only spiritual world of individuality, but also suppresses national identity, has influence to oneness of nations and cultures, communities and individuals, encourages to keen on cosmopolitanism. This is why the problem of National education becomes extremely actual. As already in young school age we can notice the growing orientation not into moral valuables, but to the tangible, the essence of this research work is to discover the National Identity conception between 3rd and 4th forms school learners and to reveal their knowledge about: 1. witnesses of the history of the nation, 2. symbols of State of Lithuania and it’s nation, 3. folklore 4. state and national holidays 5. Family holidays and traditions. Two methods were used in empirical part of the research work: questionnaire and analysis of creative works. Scope of the research work: 192 learners of 3rd and 4th forms. The results of the research work: - understanding of learners about witnesses of the history of the nation is sufficient and mostly this understanding is fashioned in the school, - national attributes are well known by learners, but there is marked difference... [to full text]

The study was concentrated on the period following the first democratic elections for a new government in South Africa, that is, post -1994 up to the year 2000. The change from a system based on fixed apartheid ideology to a more open and democratic one meant that the political scene became more characterized by fierce competition and volatility. The aim of the research was to understand the nature of the contestation as it manifests itself in both the development and implementation of school governance policy at national, provincial and local levels in a climate of political change and turbulence.

This research investigated teachers'perceptions, understandings and implementation of education standards in elementary and primary schools in Papua New Guinea. The main research question and two sub-questions were designed to explore teachers' perceptions and understanding of national standards. This exploration engaged teachers in identifying factors which they believed influenced their professional work. This study also explored stakeholders' perceptions of teachers' interpretations of national education standards. This study adopted social constructivist epistemology, symbolic interactionism, and ethnographic case study methodology. This provided the basis for its theoretical framework to purposefully understand human interactions within their culture and context. Social constructivism accommodates situated learning, a conceptual framework which was adapted to interrogate understanding and implementation of national education standards. A variety of research methods were used to elicit teachers' and stakeholders' perceptions and experiences of their professional world. These methods included in-depth interviews, focus group discussions, documentary analysis, field notes and observations. Most of the focus group discussions engaged participants to "tell their stories", thus storytelling became an avenue for eliciting teachers' and stakeholders'perceptions. Workshops conducted for teachers became another important strategy for data collection. Two schools, one rural and one urban, became case studies to understand national education standards as an external phenomenon. A total of 595 participants were involved in this study including teachers and pupils, parents and community members, school board members, members of curriculum committees, and policy makers. The study found numerous contextual factors influenced teachers' understandings, interpretation and implementation of standards at the school level. Foremost, teachers' own knowledge of formal education standards was deficient thus influencing their commitment to and enthusiasm in their professional work. Teachers' content knowledge and pedagogical skills influenced their ability to translate content standards into clear benchmarks for pupils' learning. The absence of effective monitoring systems of teachers' performance contributed to pupils' superficial assessment reports and of uncoordinated mastery of subject content and performance skills. The absence of effective school leadership affected teachers' commitment, attitudes and professionalism. This generated a culture of isolationism acute in both schools. Teachers were performing to hierarchically externally imposed requirements, and in the process, overlooked essential knowledge and skills that were needed to improve quality of students' learning. The national education standards are an inherited policy from the colonial administration. This study found that successful implementation of education standards is highly dependent on the social and cultural expectations of Papua New Guinea's rapidly changing society. At the local level, education standards are highly influenced by teachers' professionalism, provincial education boards and community expectations. This is compounded by the mismatch of priorities and policies between the national and provincial education divisions. Such a practice impacts negatively on the successful implementation of educational reform agendas. The study implies that a reconsideration of national education standards is necessary. This process will involve a rethinking of teacher education programmes, dismantling previous assumptions of national standards and local implementation, and accommodating challenges presented by economic, political, social and cultural change in Papua New Guinea.

Esta tese aborda os processos de significação dos conhecimentos em arte no ensino em Moçambique. O foco é a apreensão dos sentidos que circulam na prática docente das disciplinas referentes às artes visuais, visando refletir acerca das relações entre educação, arte e conhecimento no Sistema Nacional de Educação. A pesquisa foi motivada pela possibilidade de evidenciar a contribuição do aprendizado de/em arte e promover a produção artísticacultural, a percepção, a compreensão, a interpretação do meio envolvente intermediado por intervenções conscientes e transformadoras para o desenvolvimento humano; pela necessidade de refletir não só sobre a ausência de investimentos em recursos humanos, tecnológicos e materiais na área de Artes em Moçambique, como também sobre o tratamento tecnocrático dado a esta área de conhecimento. O referencial teórico-metodológico baseou-se na semiótica discursiva para analisar os textos/entrevistas dos professores formadores da Universidade Pedagógica e consubstanciar os sentidos produzidos e reproduzidos. Ressalta que a significação se constrói através da produção e apreensão dos efeitos de sentidos, na relação do sujeito com o currículo. O corpus de pesquisa foi constituído a partir de entrevistas semiestruturadas realizadas com sete professores. As análises mostraram sentidos que emergem a partir da presença do Outro, o ensino de arte na Educação Visual, que causa estranhamentos no Sistema Nacional de Educação. As significações apresentam-se dentro da circularidade entre as disciplinas de Desenho Técnico/Geométrico e Educação Visual/Artes e apontam efeitos de sentidos que focalizam a dualidade entre o inteligível e o sensível, num contexto em que a priori se deveria processar a interdisciplinaridade. As conclusões apresentam posições discursivas que espelham o ajustamento entre as competências e performances do querer fazer e do querer ser em relação à área artística e ao Outro em oposição. Por outro lado, visualizaram-se sentidos que destacam o ensino de Artes como importante para o desenvolvimento humano, mas pouco valorizado e considerado sem complexidade. Revelam ainda o desenho geométrico como área caracterizada pela inflexibilidade dentro do Sistema Nacional de Educação. / This thesis addresses the meaning processes from knowledge in art in education in Mozambique. The center of attention is the meaning apprehension that surrounds teaching practice in the disciplines related to visual art, aiming to reflect about the relation among education, art and knowledge in the National Education System. The research was motivated by two reasons: the possibility to evidence the contribution of learning of/with art by promoting artistic and cultural production, the perception, comprehension, interpretation of the context intermediated by conscious and transforming interventions to the human development; and, by the necessity of reflecting not only about the absence of investment in human resources, technology and materials in art domain in Mozambique, but also about the technocratic treatment that is given to the knowledge field. The theoretical and methodological referential is based on discursive semiotic in order to analyze the texts/interviews from teachers trainers from the Pedagogical University and consubstantiate the produced and reproduced meaning. Based on this perspective, it is emphasized that meaning is produced through production and apprehension of meaning effects, which results from the relation between the subject and the curriculum. The research corpus was established by semi-structured interviews made with seven teachers. The analysis showed meanings that emerged from the presence of the Other, teaching art in Visual Education, that causes estrangement in the National Education System. The meanings are visible inside the circularity of the disciplines of Geometric/Technical Drawing and Visual/Art Education and they indicate meaning effects that focus on the duality between sensible and intelligible, in a context that a priori should manage the interdisciplinarity. The conclusions reveal discursive positions that mirror the adjustment between competencies and performances of wanting to do and wanting to be in relation to the artistic domain and to the Other in opposition. On the other hand, meanings that highlight art teaching as something import to human development, but underestimate and considered without complexity are identified. It also discloses the geometric drawing as a discipline characterized by the inflexibility inside the National Education System.