Thesis--Tübingen. / Vita. Includes bibliographical references (p. 273-300).

Thesis (doctoral)--Université de Lausanne.

Thesis (doctoral)--Universität Erlangen, 1912. / Includes bibliographical references (p. 70-71).

Thesis (PhD)(Actuarial Science) -- University of Pretoria, 2002. / Includes bibliographical references.

Thesis--Tübingen. / Vita. Includes bibliographical references (p. 273-300).

The research presented in the thesis is a'case-study of a 'socially-directed' technology policy, formulated and implemented by the Greater London Council (GLC) whilst in office, between 1981 and 1986. The GLC attempted to make a direct link between technological innovation and social needs by creating the facilities, in the form of five 'Technology Networks'. for user involvement in socially-useful product design and development. The research is important for an exploration of technology issues. First, it represents an attempt to influence the politics of technological development. Second. it addresses issues of the content of technology and the social organisation of the innovation process. The Technology Networks comprised the focal points of the research. The objectives were the identification of the factors, both locally and nationally, which affected the policy implementation process. For the GLC, the national economic and political context proved crucial to policy developments: it resulted in their abolition in 1986. The Technology Networks remained in operation, but were increasingly plagued by funding difficulties. Findings from the study suggest that the access of a different range of social groups of users and producers to the early stages of the innovation process. may be a valuable exercise in itself. but is problematic as a base for an alternative technology policy. Other major constraints on the development of socially-useful technologies are manufacturing and market opportunities. The conclusions are concerned to explore the potential of a local authority as an agent of technological change, in terms of their role in design and technology education and the creation of an alternative technological hegemony.

Made available in DSpace on 2014-06-11T19:25:59Z (GMT). No. of bitstreams: 0 Previous issue date: 2012-02-24Bitstream added on 2014-06-13T18:53:52Z : No. of bitstreams: 1 franca_ssa_me_prud.pdf: 522871 bytes, checksum: ba21403a7b62e2c4a461c43ea939bfc7 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Relacionado à linha de pesquisa “Políticas Públicas, Organização Escolar e Formação de Professores”, o presente trabalho aborda as “Políticas para formação de professores: reflexões sobre o estágio supervisionado – do legal ao real”. Tendo como ponto de partida a reflexão do estágio curricular supervisionado no Curso de Pedagogia, inserido em seu contexto histórico, político, econômico e social, este trabalho pretende compreender as relações que se estabelecem entre as políticas públicas de formação de professores e o estágio supervisionado enquanto uma atividade que prevê a associação entre teoria e prática e que possibilitaria a emancipação do futuro educador. O objetivo é refletirmos sobre o estágio supervisionado para além de seus aspectos positivos e negativos, mas sim, com base na abordagem histórica dialética, discutir os fundamentos do estágio, questionando a visão estática da realidade. Os procedimentos metodológicos adotados para o desenvolvimento da pesquisa foram: a análise documental da legislação federal a partir da LDB de 1996 e diplomas afins; levantamento dos trabalhos científicos (teses, dissertações, livros, artigos, relatórios) sobre o tema do estágio na formação de professores... / Related to the research line on Public Policy, School Organization and Training of Teachers, this work addresses the Policies for training of teachers: reflections on the supervised trainee – from the legal to the real. Taking as its starting point the discussion of the supervised curricular training in Pedagogy Course, inserted in their historical, political, economic, and social context, this work aims to understand the relationships that are established between the public policies for the training of teachers and the supervised training while an activity that provides for the association between theory and practice and that would allow the emancipation of the future educator. The goal is to reflect on the supervised training in addition to their positive and negative aspects, but rather, based on historical dialectical approach, discuss the foundations of the internship, and questioning the static view of reality. The methodological procedures adopted for the development of the research were: The documentary analysis of federal legislation since the LDB/1996 and other rules, survey of scientific papers (theses, dissertations, books, articles, reports) on the theme of the stage in the training of teachers of the elementary... (Complete abstract click electronic access below)

Orientador: Theresa Maria de Freitas Adrião / Banca: Bianca Cristina Correa / Banca: Raquel Fontes Borghi / Resumo: Trata-se de uma pesquisa de natureza teórica documental, que analisa o movimento recente de articulação entre Governo Federal, representado pelo Ministério da Educação, e os demais entes federados, que em colaboração buscam empreender políticas educacionais frente às atuais demandas. Especificamente, o estudo se volta para o Plano de Ações Articuladas - PAR, instrumento do planejamento pelo qual se desenvolve um diagnóstico da situação educacional nas diferentes localidades e em consonância se estabelece ações e subações para as quais são ofertadas assistência técnica e financeira por parte do Governo Federal para os sistemas estaduais e municipais de ensino. Nesse sentido, o objetivo central deste trabalho consiste em identificar e analisar a cooperação técnica e financeira ofertada pelo Ministério da Educação a partir das ações e subações sugeridas pelo Plano de Ações Articuladas - PAR em municípios paulistas priorizados pelo Plano. A análise se construiu por meio da descrição do Plano de Ações Articuladas e da análise do aparato legal que o institui e regulamenta; e da identificação e análise das noções que fundamentam a proposta de planejamento contida no PAR. Tomamos inicialmente para análise o relatório público do Plano de Ações Articuladas dos dezessete municípios paulistas prioritários, no ano de 2007, para análise do seu diagnóstico da dimensão da área de Gestão Democrática do ensino. Dentre esses dezessete municípios foram selecionados aqueles que apresentavam menor desempenho na avaliação dos indicadores que compunham o diagnóstico e, portanto, demandaram maior assistência. As conclusões apontam para a importância de implantar medidas com vistas à cooperação entre os entes federados para empreender as políticas educacionais, nas quais os municípios, esferas... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This thesis is a research based on documents that analyses the recent movements of coordination between the Brazilian Federal Government, represented by the Ministry of Education, and the Brazilian states and municipalities, which together seek to undertake educational policies given current demands. Specifically, the study turns to the Articulated Action Plan (Plano de Ações Articuladas - PAR), planning instrument by which it's developed a diagnosis of the educational situation in different localities and by mutual agreement it's established actions and subactions for which it's offered technical and financial assistance by the Federal Government to the state and municipality systems of education. In this sense, the goal of this thesis is to identify and analyse the financial and technical cooperation offered by the Ministry of Education from the actions and subactions suggested by the Articulated Action Plan - PAR in municipalities from São Paulo state prioritized by the Plan. The analysis is built through the description of the Articulated Action Plan and analysis of the legal framework that establishes and regulates it, and identification and analysis of the concepts that lay the foundation of the planning proposal contained in the PAR. We first review the public report of the Articulated Action Plan for the seventeen municipalities prioritized in São Paulo state in the year 2007, for analysis of its diagnosis of the teaching Democratic Management dimension. Among these seventeen municipalities it was selected those which had a lower performance in the indicators evaluation that comprised the diagnosis and, therefore, required further assistance. The findings point to the importance of implementing measures towards the cooperation among the actors to undertake educational policies, in which municipalities... (Complete abstract click electronic access below) / Mestre

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